Grade 3: Module 2B

Grade 3: Module 2B:
Overview
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GRADE 3: MODULE 2B: OVERVIEW

Researching to Build Knowledge and Teaching Others:
Connecting Literary and Informational Texts to Study Culture Then and Now
In this module, students will use literacy skills to build expertiseusing reading,
writing, listening, speaking, and collaborative skills to build and share deep
knowledge about a topic. This focus on research intentionally builds on Module 1,
in which students explored the superpowers of reading. Specifically, students will
seek evidence of culture, which can be thought of as the story of a group of people
constructed through the generations; it can be evidenced through ancient and
modern-day customs and traditions. The module will begin with a class study of the
culture of Japan: Students will read Magic Tree House: Dragon of the Red Dawn, a
book set in ancient Japan, paired with Exploring Countries: Japan, an
informational text about modern Japan.
Unit 2 follows a similar pattern, but students work with increasing independence.
They will form book clubs to build expertise on a different countryreading a new
Magic Tree House book set in their selected country, paired with a new Exploring
Countries informational text to learn about that countrys culture. Students expand
their definition of culture to include more than just customs and traditions In Unit
3, students will demonstrate their expertise about how customs and traditions help
us learn about culture by writing a research-based letter to Magic Tree House
author Mary Pope Osborne that informs Ms. Osborne of customs and traditions
that have endured in a culture from ancient to modern time. This task addresses
NYSP12 ELA CCLS W.3.2, W.3.4, W.3.5, W.3.7, W.3.8, L.3.1h, L.3.1i,
L.3.2f, and L.3.3a.
Guiding Questions And Big Ideas

What defines culture?
How do authors learn and share their knowledge on a topic?
Culture is the way of life that has been passed from one generation to the next.
Authors review, examine, and discuss multiple sources to gather information and build knowledge on a topic.
Authors share knowledge on a topic through literary or informational texts.
Copyright 2013 by Expeditionary Learning, New York, NY. All Rights Reserved.
NYS Common Core ELA Curriculum G3:M2B: Overview June 2014

Performance Task
Throughout the module, students have built an understanding of how customs and traditions reflect a countrys culture, and have read a Magic Tree House book and
accompanying informational texts to gather a rich collection of information. The performance task gives students a chance to share their learning about the culture of the
country they have researched. Students will be writing a letter to Mary Pope Osborne, the author of the Magic Tree House books, urging her to write a new book, set in
the present day, about the country they have researched. In this informative/explanatory letter, students present their research about the culture of the country and
suggest ideas for the plot of the new book. This task addresses NYSP12 ELA CCLS W.3.2, W.3.4, W.3.5, W.3.7, W.3.8, L.3.1h, L.3.1i, L.3.2f, and L.3.3a.
Content Connections
This module is designed to address English Language Arts standards as students read literature and informational texts about the cultures of various countries. However,
the module intentionally incorporates Social Studies practices and themes to support potential interdisciplinary connections to this compelling content.
These intentional connections are described below.
Big ideas and guiding questions are informed by the New York State Common Core K8 Social Studies Framework:
Unifying Themes (pages 7-8)
Theme 2: Development, Movement, and Interaction of Cultures: Aspects of culture such as belief systems, religious faith, or political ideals as influences on other parts
of a culture such as its institutions or literature, music, and art.
Social Studies Practices, Gathering, Using, and Interpreting Evidence, Grades K4:
Descriptor 1: Form questions about the world in which we live (page 16).
Key Ideas and Conceptual Understandings, Grade 3, Communities around the WorldLearning about People and Places:
Development, Movement, and Interaction of Cultures: 3.1b Communities around the world can be diverse in terms of their members, languages spoken, customs and
traditions, and religious beliefs and practices. People in world communities celebrate various holidays and festivals.

English Language Arts Outcomes
CCS Standards: ReadingLiterature
Long-Term Learning Targets
RL.3.1. Ask and answer questions to demonstrate understanding of a text,

referring explicitly to the text as the basis for the answers.
I can ask questions to deepen my understanding of a literary text.
RL.3.2. Recount stories, including fables, folktales, and myths from diverse
cultures; determine the central message, lesson, or moral and explain how it is
conveyed through key details in the text.
I can retell a story using key details from the text.
I can answer questions using specific details from a literary text.
I can identify the main message or lesson of a story using key details from the
text.
RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings)

and explain how their actions contribute to the sequence of events.
I can describe the characters in a story (traits, motivations, feelings).
RL.3.4. Determine the meaning of words and phrases as they are used in a text,
distinguishing literal from nonliteral language.
I can determine the meaning of words using clues from the story.
RL.3.7. Explain how specific aspects of a texts illustrations contribute to what is

conveyed by the words in a story (e.g., create mood, emphasize aspects of a
character or setting).
I can explain how an illustration contributes to the story (e.g., mood, tone,
character, setting).
RL.3.9. Compare and contrast the themes, settings, and plots of stories written
by the same author about the same or similar characters (e.g., in books from a
series).
I can compare and contrast elements (themes, setting, plots) of stories by the
same author (e.g., series books).
I can explain how a characters actions contribute to the events in the story.
I can identify literal and nonliteral language in a story.

CCS Standards: ReadingInformational
RI.3.1. Ask and answer questions to demonstrate understanding of a text,

referring explicitly to the text as the basis for the answers.
I can ask questions to deepen my understanding of an informational text.

I can answer questions using specific details from an informational text.
RI.3.2. Determine the main idea of a text; recount the key details and explain
how they support the main idea.
I can determine the main idea of an informational text.
RI.3.3. Describe the relationship between a series of historical events, scientific

ideas or concepts, or steps in technical procedures in a text, using language that
pertains to time, sequence, and cause/effect.
I can describe how events, ideas, or concepts in an informational text are

related.
RI.3.4. Determine the meaning of general academic and domain-specific words

and phrases in a text relevant to a grade 3 topic or subject area.
I can determine the meaning of unknown words in an informational text.
RI.3.5. Use text features and search tools (e.g., key words, sidebars, hyperlinks)
to locate information relevant to a given topic efficiently.
I can use text features to locate information efficiently.
RI.3.7. Use information gained from illustrations (e.g., maps, photographs) and
the words in a text to demonstrate understanding of the text (e.g., where, when,
why, and how key events occur).
I can use information from illustrations (maps, photographs) to understand

informational texts.
I can retell key ideas from an informational text.
I can describe steps in a procedure, in the order they should happen.
I can use information from the words to understand informational texts.

CCS Standards: Writing
W.3.2. Write informative/explanatory texts to examine a topic and convey ideas

and information clearly.
I can write informative/explanatory texts that convey ideas and information

clearly.
a. Introduce a topic and group related information together; include

illustrations when useful to aiding comprehension.
b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases (e.g., also, another, and, more, but) to
connect ideas within categories of information.
d. Provide a concluding statement or section.
a. I can write an informative/explanatory text that has a clear topic.

a. I can group supporting facts together about a topic in an
informative/explanatory text using both text and illustrations.
b. I can develop the topic with facts, definitions, and details.
c. I can use linking words and phrases (e.g., also, another, and, more, but) to
connect ideas within categories of information.
d. I can construct a closure on the topic of an informative/explanatory text.
W.3.4. With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose. (Gradespecific expectations for writing types are defined in standards 13 above.)
With support from adults, I can produce writing that is appropriate to task and
purpose.
W.3.5. With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, and editing.
With support from peers and adults, I can use the writing process to plan, revise,
and edit my writing.
W.3.7. Conduct short research projects that build knowledge about a topic.
I can conduct a research project to become knowledgeable about a topic.
W.3.8. Recall information from experiences or gather information from print

and digital sources; take brief notes on sources and sort evidence into provided
categories.
I can recall information from experiences.
I can document what I learn about a topic by taking notes.

I can sort evidence into provided categories.

CCS Standards: Speaking and Listening
SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grade 3 topics and texts,
building on others ideas and expressing their own clearly.
I can effectively engage in discussions with diverse partners about third-grade

topics and texts.
a. Come to discussions prepared, having read or studied required material;

explicitly draw on that preparation and other information known about the
topic to explore ideas under discussion.
a. I can prepare myself to participate in discussions.

a. I can draw on information to explore the ideas in a discussion.
b. I can follow our class norms when I participate in a conversation.
c. I can ask questions so Im clear about what is being discussed.
b. Follow agreed-upon rules for discussions (e.g., gaining the floor in

respectful ways, listening to others with care, speaking one at a time about
the topics and texts under discussion).
c. I can ask questions that are on the topic being discussed.
c. Ask questions to check understanding of information presented, stay on

topic, and link their comments to the remarks of others.
d. I can explain what I understand about the topic being discussed.
c. I can connect my questions to what others say.
d. Explain their own ideas and understanding in light of the discussion.

SL.3.3. Ask and answer questions about information from a speaker, offering
appropriate elaboration and detail.
I can ask questions when I am confused about what a speaker is saying.

I can answer questions to show what I know when listening to a speaker.

CCS Standards: Foundational Skills
RF.3.3. Know and apply grade-level phonics and word analysis skills in decoding
words.
I can use a variety of strategies to read words.
a. Identify and know the meaning of the most common prefixes and
derivational suffixes.
b. Decode words with common Latin suffixes.
c. Decode multi-syllable words.
a. I can identify the meaning of common prefixes and suffixes.

b. I can read words with common suffixes.
c. I can read words with more than one syllable.
I can read high-frequency words that dont play fair .
d. Read grade-appropriate irregularly spelled words.

RF.3.4. Read with sufficient accuracy and fluency to support comprehension.
I can read third-grade-level texts accurately and fluently to make meaning.
a. Read grade-level text with purpose and understanding.
a. I can read third-grade-level texts with purpose.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate,
and expression.
b. I can read third-grade-level texts with fluency.
c. Use context to confirm or self-correct word recognition and understanding,

rereading as necessary.
c. I can reread to make sure that what Im reading makes sense.
c. I can use clues in the text to check my accuracy.

CCS Standards: Language
L.3.1 Demonstrate command of the conventions of standard English grammar

and usage when writing or speaking.
I can use grammar conventions to send a clear message to a reader or listener.
a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in

general and their functions in particular sentences.
a. I can explain the functions of nouns, pronouns, verbs, adjectives, and

adverbs.
b. I can use regular and irregular plural nouns.
b. Form and use regular and irregular plural nouns.
c. I can use abstract nouns (e.g., childhood).
c. Use abstract nouns (e.g., childhood).
d. I can use regular and irregular verbs.
d. Form and use regular and irregular verbs.
e. I can use simple verb tenses (e.g., I walked; I walk; I will walk).
e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
f. I can make subjects and verbs agree in my writing.
f. Ensure subject-verb and pronoun-antecedent agreement.*
f. I can make pronouns and antecedents agree in my writing.
g. Form and use comparative and superlative adjectives and adverbs, and
choose between them depending on what is to be modified.
g. I can use adjectives to describe nouns.
h. Use coordinating and subordinating conjunctions.

i. Produce simple, compound, and complex sentences.
g. I can use adverbs to describe actions.

h. I can use coordinating and subordinating conjunctions.
i. I can write simple, complex, and compound sentences.

L.3.2 Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing.
I can use conventions to send a clear message to my reader.

a. I can capitalize appropriate words in titles.
a. Capitalize appropriate words in titles.
b. I can use commas in addresses.
b. Use commas in addresses.
c. I can use commas and quotation marks in dialogue.
c. Use commas and quotation marks in dialogue.
d. I can use possessives in my writing.
d. Form and use possessives.
e. I can spell words that have suffixes added to base words correctly.
e. Use conventional spelling for high-frequency and other studied words and
for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
f. I can use spelling patterns to spell words correctly.
f. Use spelling patterns and generalizations (e.g., word families, positionbased spellings, syllable patterns, ending rules, meaningful word parts) in
writing words.
g. I can use resources to check and correct my spelling.
g. Consult reference materials, including beginning dictionaries, as needed to

check and correct spellings.
L.3.3 Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
I can express ideas using carefully chosen words.

I can compare how people use language when they write versus when they talk.
a. Choose words and phrases for effect.

b. Recognize and observe differences between the conventions of spoken and
written standard English.

L.3.4. Determine or clarify the meaning of unknown and multiple-meaning word

and phrases based on grade 3 reading and content, choosing flexibly from a
range of strategies.
I can use a variety of strategies to determine the meaning of words and phrases.
a. Use sentence-level context as a clue to the meaning of a word or phrase.

b. Determine the meaning of the new word formed when a known affix is
added to a known word (e.g., agreeable/disagreeable,
comfortable/uncomfortable, care/careless, heat/preheat).
c. Use a known root word as a clue to the meaning of an unknown word with
the same root (e.g., company, companion).
d. Use glossaries or beginning dictionaries, both print and digital, to
determine or clarify the precise meaning of key words and phrases.
a. I can use what the sentence says to help me to determine what a word or
phrase means.
b. I can use common prefixes to help me determine what a word means (e.g.,
agreeable/disagreeable, comfortable/uncomfortable, care/careless,
heat/preheat).
c. I can use the meaning of root words to help me determine the meaning of
new words with the same root (e.g., company, companion).
d. I can use resource materials (glossaries and dictionaries) to help me
determine the meaning of key words and phrases.
10

Texts
1. Mary Pope Osborne, Magic Tree House #37: Dragon of the Red Dawn (New York: A Stepping Stone Book by Random House, 2007), ISBN: 978-0-375-83727-2.
2. Colleen Sexton, Exploring Countries: Japan (Minneapolis: Bellwether Media, 2012), ISBN: 978-1-60014-674-9.
3. Mary Pope Osborne, Magic Tree House #33: Carnival at Candlelight (New York: A Stepping Stone Book by Random House, 2007), 978-0-375-83034-1. (Enough
texts for one-third of the class.)
4. Mary Pope Osborne, Magic Tree House #34: Season of the Sandstorms (New York: A Stepping Stone Book by Random House, 2007), 978-0-375-83032-7. (Enough
5. Mary Pope Osborne. Magic Tree House #45: A Crazy Day with Cobras (New York: A Stepping Stone Book by Random House, 2007), 978-0-375-86795-8. (Enough
6. Walter Simmons, Exploring Countries: Italy (Minneapolis: Bellwether Media, 2012), 978-1600146732. (Enough texts for one-third of the class.)
7. Jim Bartell, Exploring Countries: India (Minneapolis: Bellwether Media,, 2011), 978-1600145551. (Enough texts for one-third of the class.)
8. Lisa Owings, Exploring Countries: Iraq (Minneapolis: Bellwether Media, 2011), 978-1600145926. (Enough texts for one-third of the class.)
9. Discovering Culture, written by Expeditionary Learning for instructional purposes.
10. Rachel Grack, Exploring Countries: France (excerpts) (Minneapolis: Bellwether Media, 2011), ISBN 978-1-60014-480-6. (no purchase necessary; excerpt only).
11. "Republic of Iraq." In CultureGrams Kids Edition 2013. Proquest. 2013. PDF.
12. Cynthia Hatch, Soccer Mania, in Faces (Vol. 22, No. 2), Oct. 2005, 4041.
13. Shruti Priya and Katherine Darrow, The Ancient Art of Rangoli, in Calliope (Vol. 23, No. 6), March 2013, 3436.
11

Week-at-a-Glance
Week
Instructional Focus
Long-Term Targets
Assessments
Unit 1: Building Background Knowledge: Learning about Culture through Literary and Informational Texts
Weeks 1-3
Building background knowledge on the

concept of culture
I can ask questions to deepen my

understanding of a literary text. (RL.3.1.)
Close reading of informational text

Discovering Culture
I can answer questions using specific details

from literary text. (RL.3.1.)
Asking and answering questions about

Dragon of the Red Dawn
I can retell a story using key details from the

text. (RL.3.2)
Identifying customs and traditions in a

literary text
I can identify the main message or lesson of

a story using key details from the text.
(RL.3.2)
I can determine the meaning of words using
clues from the story. (RL.3.4)
I can identify literal and nonliteral language
in a story. (RL.3.4)
understanding of an informational text.
(RI.3.1)
from an informational text. (RI.3.1)
I can determine the main idea of an
informational text. (RI.3.2)
I can retell key ideas from an informational
text. (RI.3.2)
I can determine the meaning of unknown
words in an informational text. (RI.3.4)
I can use information from illustrations
(maps, photographs) to understand
informational texts. (RI.3.7)
12

Week-at-a-Glance
Week
Instructional Focus
Weeks 1-3,
continued
Long-Term Targets (continued)
Assessments
I can use information from the words to

understand informational texts. (RI.3.7)
I can document what I learn about a topic by
taking notes. (W.3.8)
(W.3.8)
I can effectively engage in discussions with
diverse partners about third-grade topics
and texts. (SL.3.1).
I can use a variety of strategies to determine
the meaning of words and phrases. (L.3.4)
I can use resource materials (glossaries and
dictionaries) to help me determine the
meaning of key words and phrases. (L.3.4d)
13

Week-at-a-Glance
Week
Instructional Focus
Long-Term Targets
Assessments
Weeks 1-3,
continued
Introduce homework routine to complete


Using text features to locate information

from a literary text. (RL.3.1.)
Mid-Unit 1 Assessment: Reading for Key

Details recording form: Chapter 6 of Dragon
of the Red Dawn (RL.3.1 and RL.3.4)
Identifying customs and traditions in

informational text

text. (RL.3.2)
(RL.3.2)
I can explain how an illustration contributes
to the story (e.g., mood, tone, character,
setting). (RL.3.7)
(RI.3.1)
I can determine the meaning of unknown
words in an informational text. (RI.3.4)
I can use text features to locate information
efficiently. (RI.3.5)
14

Week-at-a-Glance
Week
Instructional Focus
Assessments

Weeks 1-3,
continued

(W.3.8)
Introduce paragraph writing
Collating customs and traditions from a
literary text with customs and traditions
from an informational text

End of Unit 1 Assessment: On-Demand

Writing of a Research-Based Informational
Paragraph (RL.3.1, RI.3.5, W.3.2, L.3.3, and
L.3.2f)

(RI.3.1)
I can write informative/explanatory texts
that convey ideas and information clearly.
(W.3.2)
15

Week-at-a-Glance
Week
Instructional Focus
Weeks 1-3,
continued
Assessments
a. I can group supporting facts together

about a topic in an
informative/explanatory text using both
text and illustrations.
b. I can develop the topic with facts,
definitions, and details.
c. I can use linking words and phrases to
connect ideas within categories of
information (e.g., also, another, and,
more, but).
d. d. I can construct a closure on the topic
of an informative/explanatory text.
With support from adults, I can produce
writing that is appropriate to task and
purpose. (W.3.4)
With support from peers and adults, I can
use the writing process to plan, revise, and
edit my writing. (W.3.5)
(W.3.8)
I can use spelling patterns to spell words
correctly. (L.3.2f)
I can express ideas using carefully chosen
words. (L.3.3)
16

Week-at-a-Glance
Week
Instructional Focus
Assessments
I can compare how people use language

when they write versus when they talk.
(L.3.3a)
Weeks 1-3,
continued
Unit 2: Case Study: Researching A Countrys Culture Then and Now

Weeks 4-6
Launching book club systems and structures

Preparing for ongoing discussions
Launching expert Magic Tree House books
Asking and answering questions about the
Magic Tree House books
Identifying customs and traditions in a
literary text

text. (RL.3.2)
(RL.3.2)
I can read third-grade-level texts accurately
and fluently to make meaning. (RF.3.4)
a. I can read third-grade-level texts with
purpose.
b. I can read third-grade-level texts with
fluency.
c. I can use clues in the text to check my
accuracy.
c. I can reread to make sure that what Im
reading makes sense.
17

Week-at-a-Glance
Week
Instructional Focus
Assessments

Weeks 4-6,
continued

(W.3.8)
I can ask questions when I am confused
about what a speaker is saying. (SL.3.3)
I can answer questions to show what I know
when listening to a speaker. (SL.3.3)
Continued discussions about texts
Launching Exploring Countries books
Using text features to locate information
Identifying customs and traditions in
informational texts

Mid-Unit 2 Assessment: Book Discussions

and Text-Dependent Questions on the Magic
Tree House Books (RL.3.1, W.3.8, SL.3.1,
and SL3.3)

text. (RL.3.2)
(RL.3.2)
I can compare and contrast stories (themes,
setting, plots) of stories by the same author
(e.g.. series books). (RL.3.9)
18

Week-at-a-Glance
Week
Instructional Focus
Weeks 4-6,
continued
Assessments

(RI.3.1)
I can read third-grade-level texts accurately
and fluently to make meaning. (RF.3.4)
a. I can read third-grade-level texts with
purpose.
b. I can read third-grade-level texts with
fluency.
c. I can use clues in the text to check my
accuracy.
c. I can reread to make sure that what Im
reading makes sense.
(W.3.2)
19

Week-at-a-Glance
Week
Instructional Focus
Weeks 4-6,
continued
Assessments

about a topic in an
more, but).
d. I can construct a closure on the topic of
an informative/explanatory text.
(W.3.8)
I can ask questions when I am confused
about what a speaker is saying. (SL.3.3)
I can answer questions to show what I know
when listening to a speaker. (SL.3.3)
correctly. (L.3.2f)
words. (L.3.3)
20

Week-at-a-Glance
Week
Instructional Focus
Assessments

(L.3.3)
Weeks 4-6,
continued
Continued discussions of information in

texts
Collating customs and traditions from
literary texts with customs and traditions
from informational texts
Using a variety of resource materials
Synthesizing research
Discussions comparing texts

(RI.3.1)
End of Unit 2 Assessment: Reading and

Writing about a New Informational Text:
Exploring France excerpts (RI.3.1, RI.3.2,
RI.3.5, W.3.2, and W.3.8)

I can retell key ideas from an informational
text. (RI.3.2)
(W.3.2)
about a topic in an
21

Week-at-a-Glance
Week
Instructional Focus
Weeks 4-6,
continued
Assessments

more, but).
purpose. (W.3.4)
(W.3.8)
correctly. (L.3.2f)
words. (L.3.3)
(L.3.3a)
22

Week-at-a-Glance
Week
Instructional Focus
Long-Term Targets
Assessments
Unit 3: Culminating Project: Writing A Research-based Letter to Mary Pope Osborne

Weeks 7-8,
continued
Preparing to write a letter to Mary Pope

Osborne
I can describe how events, ideas, or concepts

in an informational text are related. (RI.3.3)
Capturing key details from research for letter

(W.3.2)
Mid-Unit 3 Assessment: Writing a First Draft

of Research-Based Letter to Mary Pope
Osborne about Expert Country (RI.3.5, RI3.3,
W.3.2, W.3.4, W.3.5, W.3.7,W.3.8., and
W.3.10)

about a topic in an
more, but).
purpose. (W.3.4)
I can conduct a research project to become
knowledgeable about a topic. (W.3.7)
23

Week-at-a-Glance
Week
Instructional Focus
Assessments

Weeks 7-8,
continued

(W.3.8)
I can use coordinating and subordinating
conjunctions. (L.3.1h)
(L.3.3b)
Using the writing process to write a letter to
Mary Pope Osborne

Revising carefully for language standards.

(W.3.2)
Editing for conventions

about a topic in an
End Unit 3 Assessment: On-Demand

Revising and Editing Research Based Letter
to Mary Pope Osborne about Expert Country
(W.3.2, W.3.4, W.3.5, L.3.1, L.3.2, and L.3.3)
Final Performance Task: Research-Based
Letter to Author about Expert Country
(W.3.2, W.3.4, W.3.5, W.3.7, W.3.8, L.3.1h,
L.3.1i, L.3.2f, and L.3.3a)

more, but).
24

Week-at-a-Glance
Week
Instructional Focus
Weeks 7-8,
continued
Assessments

purpose. (W.3.4)
I can conduct a research project to become
knowledgeable about a topic. (W.3.7)
(W.3.8)
I can use coordinating and subordinating
conjunctions. (L.3.1h)
I can write simple, complex, and compound
sentences. (L.3.1i)
I can spell words that have suffixes added to
base words correctly. (L.3.2e)
correctly. (L.3.2f)
words. (L.3.3a)
25

Preparation and Materials
Released along with this module is a stand-alone document entitled the Foundational Reading and Language Standards Resources Package for Grades 3-5. This resource
package is designed to give teachers resources and guidance for addressing the CCSS foundational reading and language ELA standards. The package includes resources
for literacy instruction that occurs alongside the modules. It also cites example lessons within the modules in which these standards are addressed.
The package includes the following resources:
Overview:
Organization and Contents Chart: A visual representation and written description of the resources in this package
Research Base: Research review, implications for instruction, and associated resources for each aspect of foundational reading and language standards
instruction.
Sample Schedule: A sample two-week alternating schedule that outlines one way to organize a foundational reading and language instructional block.
RF and L Standards within the Module Lessons: A list of examples of foundational reading and language instruction in the 6-minute module lessons, by
grade.
References: Citations for those who would like to do further study.
Word Study Criteria: Specific suggestions and criteria for approaches to word work that teach phonics and word analysis.
Additional Work with Complex Text: Guidance for how to provide additional and more heavily scaffolded support with the complex texts found in the modules.
Fluency Resource: Resources and guidance for fluency instruction.
Show the Rule Strategy 1: Resources and guidance for contextualized grammar and conventions instruction.
Independent Reading Grades 3-5: Resources and guidance for launching independent reading with students.
This resources will be referenced throughout Module 2B, when opportunities exist for connecting and differentiating instruction in the module lessons. Before launching
this module, review the Foundational Reading and Language Standards Resources Package for Grades 3-5 and determine how your current literacy schedule aligns with
the guidelines in this package.
For Grade 3, review the Fluency Resource, aligned with RF.3 and RF.4, before Unit 2, as this unit provides opportunities for fluency work with students.
The Show the Rule sample lesson is included in Unit 3.
Used by permission, Eloise Ginty, Vermont Writing Collaborative. For more information and resources, go to www.vermontwritingcollaborative.org.
26
Grade 3: Module 2B:

Assessment Overview
GRADE 3: MODULE 2B:

ASSESSMENT OVERVIEW
Note: As each unit is written, often assessments are revised. Use this document as a general guideline. But be sure to refer to each specific unit overview document for the
most correct and complete write-ups of each assessment.
Final Performance Task
Research-Based Letter to Author

Throughout the module, students have built an understanding of how customs and traditions reflect a countrys culture, and
have read a Magic Tree House book and accompanying informational texts to gather a rich collection of information. The
performance task gives students a chance to share their learning about the culture of the country they have researched.
Students will be writing a letter to Mary Pope Osborne, the author of the Magic Tree House books, urging her to write a new
book, set in the present day, about the country they have researched. In this informative/explanatory letter, students present
their research about the culture of the country and suggest ideas for the plot of the new book.
This task addresses NYSP12 ELA CCLS W.3.2, W.3.4, W.3.5, W.3.7, W.3.8, L.3.1h, L.3.1i, L.3.2f, and L.3.3a.
Mid-Unit 1 Assessment
Reading to Capture Key Details: Chapter 6 of Dragon of the Red Dawn

This assessment centers on NYSP12 ELA CCLS RL.3.1 and RL.3.4. Before this assessment, students will have practiced
identifying key details while reading each chapter of Magic Tree House: Dragon of the Red Dawn. Students will apply these
skills to Chapter 6: The Banana Tree from Dragon of the Red Dawn to complete a chart and answer several text-dependent
questions, including those that require them to determine the meaning of words and phrases using context clues. Because this
is a reading assessment, struggling writers could be accommodated by dictating their answers or by drawing.
End of Unit 1 Assessment
On-Demand Writing of a Research-Based Informational Paragraph

This assessment centers on NYSP12 ELA CCLS RL.3.1, RI.3.5, W.3.2, L.3.3, and L.3.2f. Students reread pages 3640 of
Dragon of the Red Dawn to identify some customs or traditions of ancient Japan. Students then locate additional information
about two of these customs and traditions in the nonfiction text Exploring Countries: Japan. They synthesize this information
by writing a short paragraph about two customs and traditions from Dragon of the Red Dawn that have remained important
in modern-day Japan.
NYS Common Core ELA Curriculum G3:M2B: Assessment Overview June 2014
GRADE 3: MODULE 2B:

ASSESSMENT OVERVIEW
Book Discussions and Text-Dependent Questions on the Magic Tree House Books
This assessment centers on standards NYSP ELA CCSS RL.3.1, RL.3.9, W.3.8, SL.3.1, and SL.3.3. After reading a Magic Tree
House book independently, students prepare for a small group discussion by gathering evidence from their notes on the
Expert Research Matrix. These written notes are collected at the end of the assessment and will be used to assess RL.3.1,
RL.3.9, and W.3.8. Students also work in triads t0 discuss key details about the plot of the book they have read and what they
have learned about their countrys culture. During the discussion, the teacher circulates, using a checklist to assess SL.3.1 and
SL.3.3.
Reading and Writing about a New Informational Text: Exploring France excerpts
This assessment centers on standards NYSP ELA CCSS RI.3.1, RI.3.2, RI.3.5, W.3.2, and W.3.8. In the second portion of Unit
2, students practiced using text features to locate information during a close reading of the informational texts about a country
featured in the Magic Tree House books. In this on-demand assessment, students apply these skills to an informational text
about a new country. Students locate information in the text and write a short, informative paragraph about the customs and
traditions in that country. The NYS 4-point writing rubric will be used to score this assessment.
Writing a First Draft of Research-Based Letter to Mary Pope Osborne about Expert Country
This task addresses NYSP12 ELA Standards RI.3.5, RI3.3, W.3.2, W.3.4, W.3.5, W.3.7, W.3.8, and W3.10 After conducting
research in Unit 2, students use the information they have gathered to write the first draft of a letter to Mary Pope Osborne,
urging her to write a new book, set in the present day, about the country they have researched. In an Informative/Explanatory
letter, students present their research about the culture of the country and suggest ideas for the plot of the new book.
On-Demand Revising and Editing Research Based Letter to Mary Pope Osborne about Expert Country
This task addresses NYSP12 ELA Standards W.3.2, W.3.4, W.3.5, L.3.1, L.3.2, and L.3.3 After receiving feedback from peers
and teachers on drafts of the Japan Letter to Ms. Osborne, students identify three things they will do to revise (W 3.2, W.3.4,
L3.3) and edit (L3.1, L3.2, W.3.5) their letters. Students then use time during the assessment to revise and edit. Students
highlight the changes they made on their drafts and discuss the thinking behind them with a peer.
NYS Common Core ELA Curriculum G3:M2B: Assessment Overview June 2014
Grade 3: Module 2B:

Performance Task
GRADE 3: MODULE 2B: PERFORMANCE TASK

Research-Based Letter to Author about Expert Country
Summary of Task
Throughout the module, students have built an understanding of how customs and traditions reflect a countrys culture, and have read a Magic Tree House book and
accompanying informational texts to gather a rich collection of information. The performance task gives students a chance to share their learning about the culture of the
country they have researched. Students will be writing a letter to Mary Pope Osborne, the author of the Magic Tree House books, urging her to write a new book, set in
the present day, about the country they have researched. In this informative/explanatory letter, students present their research about the culture of the country and
suggest ideas for the plot of the new book. This task addresses NYSP12 ELA CCLS W.3.2, W.3.4, W.3.5, W.3.7, W.3.8, L.3.1h, L.3.1i, L.3.2f, and L.3.3a.
Format
A four-paragraph letter
An introductory paragraph (scaffolded writing during Unit 3; first draft of expert country written as on-demand in the Mid-Unit 3 Assessment)
Two body paragraphs (scaffolded writing during Unit 3; first draft of expert country written as on-demand assessment in the Mid-Unit 3 Assessment)
A closing paragraph (scaffolded writing during Unit 3; first draft of expert country written as on-demand assessment in the Mid-Unit 3 Assessment)
NYS Common Core ELA Curriculum G3:M2B: Performance Task June 2014

Standards Assessed through This Task

W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
d. Provide a concluding statement or section.
W.3.4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
W.3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
W.3.7. Conduct short research projects that build knowledge about a topic.
W.3.8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided
categories.
L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
h. Use coordinating and subordinating conjunctions.
i. Produce simple, compound, and complex sentences.
L.3.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
L.3.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose words and phrases for effect.

Student-Friendly Writing Invitation/Task Description

Author Mary Pope Osborne has announced she will write a new Magic Tree House book! Instead of traveling to a place in the past, however, Ms. Osborne has decided
that Jack and Annie will return in the present to a country theyve already visited. Before she begins writing, Ms. Osborne wants to be sure there are plenty of
interesting things about the culture of the country that she can include in her new story.
You have been invited to conduct this research for her! After conducting research with your small group about your assigned country, you will individually write a
letter to the author of the Magic Tree House series to inform her about the culture of your country today. This will help her decide whether she should write a new
book on this country. Include information about two aspects of culture that you discovered in your Exploring Countries text. Use accurate facts, definitions, and
details from your research to explain each. At the end of your letter, provide a brief description of how Mary Pope Osborne might use the information you found in a
new book on this country. This task addresses NYSP12 ELA CCLS W.3.2, W.3.4, W.3.5, W.3.7, L.3.1h, L.3.1i, L.3.2f, and L.3.3a.

Key Criteria for Success (Aligned with NYSP12 ELA CCLS)

Below are key criteria students must address when completing this task. Specific lessons during the module build in opportunities for students to understand the criteria,
offer additional criteria, and work with their teacher to construct a rubric on which their work will be critiqued and formally assessed.
Your letter will meet these criteria:
A clear and inviting introduction that states the topic and purpose for writing
Demonstrates an understanding of audience
Includes two informative paragraphs: one detailed paragraph about each aspect of culture chosen
Has body paragraphs that each contain a clear topic sentence, supporting details and a concluding statement
Uses accurate facts, definitions, and details from the research to explain each aspect of culture.
Uses linking words and phrases to connect ideas together
Provides a conclusion to wrap up the ideas
Options for Students

Student letters could be accompanied by illustrations. These could be photos or artwork.
Options for Teachers

Students may type their final letter.
Students may present their letter to their own class, to other classes in the school, or to parents or other adults.
Teachers could create a letter-writing contest for the grade level. After students have completed their letters, a panel of teacher judges could choose one letter to send
to Mary Pope Osborne as a representative of their school.

Resources and Links

Visit the Magic Tree House books Web site to learn more about the author, Mary Pope Osborne: http://www.magictreehouse.com/.
Central Text and Informational Texts

Magic Tree House books
Magic Tree House #37: Dragon of the Red Dawn by Mary Pope Osborne (one per student)
Book Club Book (Students are assigned one book from the following list.)
Magic Tree House #33: Carnival at Candlelight by Mary Pope Osborne (590L)
Magic Tree House #34: Season of the Sandstorms by Mary Pope Osborne (580L)
Magic Tree House #45: A Crazy Day with Cobras by Mary Pope Osborne (570L)
Informational Texts from the Exploring Countries series from Bellwether Publishing
Exploring Countries: Japan by Colleen Sexton (740L) (one per student)
Texts for Research (Students use one book from the following list to conduct research.)
Exploring Countries: Italy by Walter Simmons (840L)
Exploring Countries: India by Jim Bartell (840L)
Exploring Countries: Iraq by Lisa Owings (810L)
Republic of Iraq in CultureGrams Kids Edition
Soccer Mania by Cynthia Hatch
The Ancient Art of Rangoli by Shruti Priya and Katherine Darrow
Grade 3: Module 2B: Unit 1:

Overview
GRADE 3: MODULE 2B: UNIT 1: OVERVIEW

Building Background Knowledge:
Learning about Culture through Literary and Informational Texts
Unit 1: Building Background Knowledge: Learning about Culture through Literary and Informational Texts
In this unit, students read both informational texts and a Magic Tree House book
as they learn about the concept of culture generally, and the culture of ancient and
modern Japan specifically. They will read Magic Tree House: Dragon of the Red
Dawn, collecting textual evidence as they begin to explore the question What is
culture? They explore the concept of culture as the story of a group of people
constructed through the generations, which can be evidenced through ancient and
modern-day customs and traditions (see Content Connections, below). For the
mid-unit assessment, students will cite evidence from the text as well as answer
text-dependent questions and define vocabulary words from Dragon of the Red
Dawn. Students then will collect textual evidence from the accompanying
informational text Exploring Countries: Japan. They will begin to learn how
evidence in literary texts correlates with evidence in informational texts. They will
write about ancient and modern Japan in an on-demand informational paragraph.
This whole class study of Japan, in Unit 1, prepares students to do similar work in
small groups in Unit 2 about other countries ancient and modern-day customs and
traditions.

Copyright 2013 by Expeditionary Learning, New York, NY. All Rights Reserved
NYS Common Core ELA Curriculum G3:M2B:U1: Overview June 2014

Reading to Capture Key Details: Chapter 6 of Dragon of the Red Dawn

This assessment centers on NYSP12 ELA CCLS RL.3.1 and RL.3.4. Before this assessment, students will have practiced
identifying key details while reading each chapter of Magic Tree House: Dragon of the Red Dawn. Students will apply these
skills to Chapter 6: The Banana Tree from Dragon of the Red Dawn to complete a chart and answer several text-dependent
questions, including those that require them to determine the meaning of words and phrases using context clues. Because this
is a reading assessment, struggling writers could be accommodated by dictating their answers or by drawing.

This assessment centers on NYSP12 ELA CCLS RL.3.1, RI.3.5, W.3.2, L.3.3, and L.3.2f. Students reread pages 3640 of
Dragon of the Red Dawn to identify some customs or traditions of ancient Japan. Students then locate additional information
about two of these customs and traditions in the nonfiction text Exploring Countries: Japan. They synthesize this information
by writing a short paragraph about two customs and traditions from Dragon of the Red Dawn that have remained important
in modern-day Japan.

Content Connections
This module is designed to address English Language Arts standards as students read literature and informational text about the cultures of various countries. However,
the module intentionally incorporates Social Studies practices and themes to support potential interdisciplinary connections to this compelling content. These
intentional connections are described below.
Big ideas and guiding questions are informed by the New York State Common Core K8 Social Studies Framework:
Unifying Themes (pages 78)
Social Studies Practices, Gathering, Using, and Interpreting Evidence, Grades K4
Descriptor 1: Form questions about the world in which we live (page 16).
Key Ideas and Conceptual Understandings, Grade 3, Communities around the WorldLearning about People and Places
Texts
1. Mary Pope Osborne, Magic Tree House #37: Dragon of the Red Dawn (New York, NY: Random House, 2007), ISBN: 978-0-375-83727-2.
2. Colleen Sexton, Exploring Countries: Japan (Minneapolis, MN: Bellwether Media, 2012), ISBN: 978-1-60014-674-9.
3. Discovering Culture, written by Expeditionary Learning for instructional purposes.

Unit-at-a-Glance
This unit is approximately 3 weeks or 15 sessions of instruction.
Ongoing
Assessment
Anchor Charts &

Protocols
I can talk with my partner or group to

reflect and record what I notice and
wonder about pictures and text.
Students contributions to
conversation norms
Class Norms for Discussion

anchor chart
Observations of discussions
I can follow our class norms when I

participate in a conversation.
Mystery Pictures and

Excerpts: Personal
Reflection recording form
Guiding Questions anchor

chart
Lesson
Lesson Title
Long-Term Targets
Supporting Targets
Lesson 1
Observing, Reading, and Talking

with Peers: A Carousel of Photos
and Texts about Culture
I can ask and answer questions to

deepen my understanding of a literary
text. (RL.3.1)
deepen my understanding of
I can effectively participate in a
conversation with my peers and adults.
(SL.3.1)
Lesson 2
Reading Closely to Build

Understanding: Discovering
Culture Part 1

I can retell key ideas from an
I can use information from the words
and illustrations (Photographs,
captions) to understand informational
texts. (RI.3.7)
(SL.3.1)
Carousel Brainstorm
protocol
Think-Pair-Share protocol
I can identify the main idea of the article

Discovering Culture by reading the
text closely.
I can list key details in the text that
support the main idea.
I can explain how information in the
words and illustrations help me
understand the concept of culture.
Observation of partner
discussions
Things Close Readers Do

anchor chart
Close Reading as
Researchers (Main Ideas
and Details) recording form
Close reading as
Researchers: Main Idea
and Details anchor chart
Carousel Brainstorm
protocol
I can discuss how the main ideas in this

article are conveyed through key details.

Unit-at-a-Glance
Lesson
Lesson Title
Long-Term Targets
Supporting Targets
Ongoing
Assessment
Anchor Charts &

Protocols
Lesson 3
Reading Closely to Build

Understanding: Discovering
Culture Part 2
I can answer questions using specific

details from informational text.
(RI.3.1)

details from Discovering Culture.
Questions from the Text:

Discovering Culture
Word Tracker anchor chart
I can choose specific details to answer

questions about the text.
Word Tracker recording

form
I can determine the meaning of

unknown words in informational text.
(RI.3.4)
I can use a variety of strategies to
determine the meaning of words and
phrases. (L.3.4)
I can define the social studies concept of

culture.
I can determine the meaning of key
words related to culture using a glossary
or dictionary.
Things Close readers Do

anchor chart
Close Readers as
Researchers: Main Idea
and Details anchor chart
I can use resource materials (glossaries

and dictionaries) to help me determine
the meaning of key words and phrases.
(L.3.4d)
Lesson 4
Reading to Capture the Key

Details of a Chapter: Dragon of
the Red Dawn Chapters 1 and 2

details from literary text. (RL.3.1)
(SL.3.1)
I can document what I learn about a
topic by sorting evidence into
categories. (W.3.8)
topic by taking notes. (W.3.8)
I can determine the key details of

Chapters 1 and 2 by identifying the
important parts of the chapter
(who/where/what).
I can identify and record key details in
Chapter 2 that connect with evidence of
ancient Japans culture.
Capturing Key Details

recording form: Dragon of
the Red Dawn Chapter 2
Structural Features of a
Chapter Book anchor chart
Structural Features of
Informational Text anchor
chart
Where/Who/What anchor
chart
anchor chart

Unit-at-a-Glance
Lesson
Lesson Title
Long-Term Targets
Supporting Targets
Lesson 5
Reading to Capture the Key

Details of a Chapter: Dragon Of
I can retell a chapter in a story using

key details from the text. (RL.3.2)

Chapter 3 by identifying the important
parts of the chapter (who/where/what).
I can determine the meaning of words

using clues from the story. (RL.3.4)
categories. (W.3.8)
Lesson 6
Capturing the Key Details of a

Chapter and Launching the
Performance Task: Dragon of


Chapter 3 that connect with the culture
of ancient Japan.
Ongoing
Assessment
Anchor Charts &

Protocols

recording form: Chapter 3
Things Readers Do When

Reading Chapter Books
anchor chart
Working with Context Clues

Exit Ticket: Working with
Context Clues

recording from (For
Chapter 4 from homework)


Chapter 5 that connect with the culture
of ancient Japan.

recording form: Dragon of

categories. (W.3.8)
I can use context clues to determine the

meaning of words in Chapter 5 of
Dragon of the Red Dawn.
Questions from the text:

Dragon of the Read Dawn
Chapter 5

I can answer questions about Chapter 5

of Dragon of the Red Dawn using
details from the text.

meaning of words in Chapter 3 of
Chapter 5 by identifying the important


anchor chart

chart
Concentric Circles protocol

Unit-at-a-Glance
Lesson
Lesson Title
Long-Term Targets
Supporting Targets
Ongoing
Assessment
Anchor Charts &

Protocols
Lesson 7
Mid-Unit Assessment: Reading

to Capture Key Details: Dragon
of the Red Dawn (pages 55-61)

I can determine the key details of pages

55-61 by identifying the important parts
of the chapter (who/where/what).
Context Clues: Dragon of

the Red Dawn Chapter 5,
Part 2 (from homework)
How Do Authors of Literary

Text Reveal Information
about a Topic? Anchor chart


pages 55-61 that connect with the
culture of ancient Japan.
Questions from the text:

Chapter 5 (from homework)

anchor chart

categories. (W.3.8)

meaning of words in pages 55-61 of

I can answer questions about pages 5561 of Dragon of the Red Dawn using
details from the text.
I can use text features and search tools

(e.g. key words, sidebars, hyperlinks)
to locate information relevant to a
given topic efficiently.(RI.3.5)
I can use text features to efficiently find

information in the text Exploring
Counties. Japan.
Lesson 8
Close Reading Guide: Using

Informational Text Features and
Learning about Japans Culture


to understand informational text.
(RI.3.7)
I can use information from the
illustrations (maps, photographs) to
understand informational texts.
(RL.3.7)
I can use text features to learn new

information about Japan.
I can accurately record information I
find about Japan.

chart
Tracking My Progress:
Mid-Unit 1 recording form
How Mary Pope Osborne

Teaches Us about Culture
anchor chart
Text Features Scavenger

Hunt recording form
Chapter Books (Magic Tree
House) anchor chart

form
chart
Text Feature Scavenger
Hunt anchor chart

topic by taking notes (W.3.8)

Unit-at-a-Glance
Lesson
Lesson Title
Long-Term Targets
Supporting Targets
Lesson 9
Close Reading as a Researcher:

Reading with a Question in Mind

understanding of informational text.
(RI.3.1)
I can ask and answer questions about

Japan and its culture using the
information text Exploring Countries:
Japan.

(RI.3.1)
unknown words in informational text.
(RI.3.4)
I can prepare myself to participate in
discussions. (SL.3.1)
Lesson 10
Using Informational Text:

Learning about Japans Customs

and illustrations to understand
I can use a variety of strategies to
determine meaning of words and
phrases. (RL.3.4)
I can answer text-dependent questions

using specific details from Exploring
Countries: Japan.
I can use the glossary to help me
understand important words about
culture.
Ongoing
Assessment
Anchor Charts &

Protocols
Independent Reading
(from homework)
Reading with a Question in

Mind anchor chart
Explore Culture recording

form

chart

Mind recording form
Mystery Letter anchor chart
Word Tracker anchor chart

form
I can talk effectively with my partner

about what important culture words
mean.
I can read with a question in mind to
find information about the culture of
Japan.
Independent Reading
(from homework)
Japans Culture anchor

chart
I can record my thinking about Japans

customs in the Exploring Culture
recording form.
Exploring Culture recording

form
Ink-Pair-Share protocol
I can use text features efficiently to help

find information about Japans customs.
about the customs of Japan using
evidence from the text.

recording form


chart

meaning of words in Exploring
Countries: Japan.

Unit-at-a-Glance
Lesson
Lesson Title
Long-Term Targets
Supporting Targets
Ongoing
Assessment
Anchor Charts &

Protocols
Lesson 11

Learning More about Japans
Culture

I can read with a question in mind to

find information about the culture of
Japan.
Independent Reading
(from homework)

chart
I can record my thinking about Japans

customs in the Exploring Culture
recording form.
Exploring Culture recording

form

Mind anchor chart

chart
Mix and Mingle protocol
Independent Reading
(from homework)
How to Hold a Chalk Talk

anchor chart
Observations of students
actions and writing during
the Chalk Talk

chart
Culture Research matrix
Criteria for a ResearchBased Informational

Paragraph anchor chart

and illustrations to understand
Lesson 12
Discussion Skills: Chalk talk

about the Culture of Japan

(SL.3.1)

about the customs of Japan using
evidence from the text.
I can effectively participate in a Chalk
Talk about Japans culture.
I can follow our class norms when I
participate in a conversation.
I can prepare for the conversation by
using evidence from informational text.
Chalk Talk protocol
I can seek patterns about the topic being

discussed.
Lesson 13
Writing a Research-Based
Informational Paragraph: The
Culture of Japan
I can produce writing that is

appropriate to task and purpose (with
support). (W.3.4)
I can record details about Japans

customs and traditions on the Culture
Research matrix.
I can use the writing process to plan,

revise, and edit my writing (with
support). (W.3.4)
I can identify criteria for a strong

research-based informational
paragraph.

I can sort evidence into established
categories. (W.3.8)
Culture Research Matric

anchor chart
Exploring Culture anchor
chart
Give One, Get One, Move
On (GoGoMo) protocol

Unit-at-a-Glance
Lesson
Lesson Title
Long-Term Targets
Supporting Targets
Lesson 14
Writing a Research-Based
Informational Paragraph: The
Culture of Japan, Continued

support). (W.3.4)
I can assist in creating a plan for a

research-based informational paragraph
about a custom or tradition of Japan
using a Paragraph Writing Accordion
graphic organizer.

support). (W.3.4)
I can express ideas using carefully
chosen words. (L.3.3a).
Ongoing
Assessment
Anchor Charts &

Protocols
Culture Research matric
Criteria for a ResearchBased Informational

Paragraph Writing
Accordion graphic
organizer.
Culture research Matric

anchor chart
I can identify criteria for a strong

research-based informational
paragraph.
I can write sentences that are both
accurate and interesting.
Lesson 15
On-Demand Assessment:
Informational Paragraph on
Japans Culture
I can write an informative text that has

a clear topic. (W.3.2)
I can write an informative paragraph

about customs and traditions in Japan.
I can develop the topic with facts,

definitions and details. (W.3.2)
I can find specific information about

ancient Japanese culture in a literary
text.
I can construct a closing statement on

the topic of an informative text.
(W.3.2)
I can use spelling patterns to spell
words correctly. (L.3.2f)
chosen words. (L.3.3)
I can use text features to location
information efficiently. (RI.3.5)
(RI.3.1)
I can use text features to locate

information about modern day Japan
efficiently.
I can write an opening sentence that
identifies my topic.
I can support my topic with accurate
details from text.
I can write a sentence to conclude my
paragraph.
I can use working and terms to help the
reader learn about a custom or tradition
of Japan.
10

Optional: Experts, Fieldwork, And Service

Experts:
Invite a guest speaker who has either lived in or spent significant time in Japan.
Invite an anthropologist who studies ancient and modern cultures to speak with the class.
Watch short video clips about the culture of Japan.
Fieldwork:
A local museum that has exhibits on Japanese culture could offer expanded opportunities for learning about Japans culture.
If there is a local Japanese cultural center, plan a visit to immerse students in the culture of Japan.
Service:
Many organizations support recovery efforts from the 2011 Japanese earthquake and tsunami. Research organizations that may be appropriate for your students to
learn about.
Optional: Extensions
With a librarian or media specialist: Study of Japan through storybooks, poems, and other literature.
With a technology/media specialist: Explore Japans culture through searches on the computer (e.g., Web sites, online videos, maps, etc.).
Geography: Research the unique physical features of Japan. Research the different natural forces that affect Japan (e.g., volcanoes, earthquakes, typhoons, tsunamis,
etc.).
11

Readers Notes:
Dragon of the Red Dawn, Chapters 110
The calendar below shows reading that is due daily for Dragon of the Red Dawn.
Teachers can modify this document to include dates instead of lessons.
Students are responsible for reading chapters in class and at home.
Students will share what they have done in class through various protocols and recording forms.
Due at Lesson #
Chapters read or reviewed in class
Chapters read and recording form

completed for homework
Prologue, 12
Prologue, 12
4 and Capturing Key Details recording form
5 and Questions from Text recording form
Independent Reading recording form introduced
7 and Independent Reading recording form
7 (reviewed in class)
10
11
12
Copyright 2013 by Expeditionary Learning, New York, NY. All Rights

Reserved.
12

Recommended Texts
GRADE 3: MODULE 2B: UNIT 1: RECOMMENDED TEXTS
The list below includes texts with a range of Lexile text measures about the
people and culture of Japan. This provides appropriate independent reading for
each student to help build content knowledge about the topic. Note that districts
and schools should consider their own community standards when reviewing this
list. Some texts in particular units or modules address emotionally difficult content.
It is imperative that students read a high volume of texts at their reading level in
order to continue to build the academic vocabulary and fluency demanded by the
CCLS.
Where possible, texts in languages other than English are also provided. Texts are
categorized into three Lexile measures that correspond to Common Core Bands:
below grade band, within band, and above band. Note, however, that Lexile
measures are just one indicator of text complexity, and teachers must use their
professional judgment and consider qualitative factors as well. For more
information, see Appendix 1 of the Common Core State Standards.
Common Core Band Level Text Difficulty Ranges:
(As provided in the NYSED Passage Selection Guidelines for Assessing CCSS ELA)
Grades 23: 420820L
Grades 45: 7401010L
Title
Author and Illustrator
Text Type
Lexile Measure
Lexile text measures below band level (under 420L)

Night of the Ninjas
Mary Pope Osborne (author)
Literature
280
A Look at Japan
Helen Frost (author)
Informational
400*
My Japan
Etsuko Watanabe (author)
Informational
420*
The Boy from the Dragon Palace: A

Folktale from Japan
Margaret Read MacDonald (author)

Sachiko Yoshikawa (illustrator)
Literature
420*
*Lexile based on a conversion from Accelerated Reading level.
NYS Common Core ELA Curriculum G3:M2B:U1: Recommended Texts June 2014
Title
Text Type
Lexile Measure
Lexile text measures within band level (420820L)

Erika-San
Allen Say (author)
Literature
540
The Funny Little Woman
Arlene Mosel (author)

Blair Lent (illustrator)
Literature
570
Tsunami!
Kimiko Kajikawa (author)

Ed Young (illustrator)
Literature
620
Japan in Colors
Sara Louise Kras (author)
Informational
640
Japan
Thomas Streissguth (author)
Informational
640
Himeji Castle: Japans Samurai Past
Jacqueline A. Ball (author)
Informational
650
Cultural Traditions in Japan
Lynn Peppas (author)
Informational
740*
Thea Stilton and the Cherry Blossom

Adventure
Thea Stilton (author)
Literature
760
Crow Boy
Taro Yashima (author)
Literature
760

Title
Text Type
Lexile Measure
Lexile text measures above band level (over 820L)

Japanese Celebrations: Cherry
Blossoms, Lanterns and Stars!
Betty Reynolds (Author)
Informational
830*
Hachiko: The True Story of a Loyal

Dog
Pamela S. Turner (author)

Yan Nascimbene (illustrator)
Informational
830
K Is for Kabuki: A Japan Alphabet
Gloria Whelan and Jenny Nolan

(authors)
Oki S. Han (illustrator)
Informational
950*
Momotaro and the Island of Ogres: A

Japanese Folktale
Stephanie Wada (author)
Literature
970*
Recipe and Craft Guide to Japan
Juliet Mofford (author)
Informational
970*
Colors of Japan
Holly Littlefield (author)

Helen Byers (illustrator)
Informational
1010
Lexile is a trademark of MetaMetrics, Inc., and is registered in the United States and abroad. Copyright 2013 MetaMetrics
Grade 3: Module 2B: Unit 1: Lesson 1

Observing, Reading, and Talking with Peers:
A Carousel of Photos and Texts about Culture
GRADE 3: MODULE 2B: UNIT 1: LESSON 1

Long-Term Targets Addressed (Based on NYSP12 ELA CCLS)

I can ask and answer questions to deepen my understanding of a literary text. (RL.3.1)
I can ask and answer questions to deepen my understanding of informational text. (RI.3.1)
I can effectively participate in a conversation with my peers and adults (SL.3.1)
Supporting Learning Targets
Ongoing Assessment
I can talk with my partner or group to reflect and record what I notice and wonder about pictures and
text.
Students contributions to conversation norms
I can follow our class norms when I participate in a conversation.
Mystery Pictures and Excerpts: Personal Reflection

recording form
Observation of discussions
NYS Common Core ELA Curriculum G3:M2B:U1:L1 June 2014

Agenda
Teaching Notes
1. Opening
This module opens in a similar way to Module 1, with a Carousel Brainstorm protocol. The Carousel
Brainstorm protocol is a simple way to engage students with new content, in this case components of
culture, by getting them up moving, thinking, and talking. In this lesson, students look at some images
to pique their curiosity. The images will need to pertain to world cultures from countries around the
world. Students also examine text excerpts from both literary and informational texts that pertain to the
culture of ancient Japan. Do not reveal what the images or excerpts are about.
A. Unpacking Learning Targets (2 minutes)

B. Practicing Observing Closely: I Notice/I Wonder (5
minutes)
2. Work Time
A. Carousel Protocol: Images of Culture (20 minutes)
Do not tell students the guiding questions for the module until the end of the lesson.
B. Debriefing the Carousel (20 minutes)
During this unit, students will use a variety of recording forms to respond to their reading and develop
vocabulary. Consider developing a workable organization system to help students keep track of their
materials; a folder, binder, or notebook could be used for this purpose (see the Module Overview,
Preparation and Materials section).
3. Closing and Assessment

A. Student Written Reflection (5 minutes)
B. Debrief (8 minutes)
4. Homework
A. Tell an adult you know about the photographs you
saw and the text excerpts you read. What will you
learn about in the coming weeks?
In Work Time A, as students have conversations about what they notice and wonder, use the
Conversation Criteria checklist to assess their ability to follow the conversation norms. Adapt this
checklist to suit your personal preferences. Before the lesson, review the targeted conversation norms to
assess students ability to engage effectively in collaborative discussions.
In advance:
Locate seven photographs/illustrations to use for the lesson (one for modeling, six for the carousel).
Of the six photographs for the carousel, try to find images that show customs and traditions from
around the world. The photographs/illustrations could come from magazines or an internet search.
They can be of any country you choose. These pictures are intended to arouse curiosity and serve as a
mystery for the forthcoming study of culture. Note: The pictures do not need to match the excerpts.
Do not reveal what the photographs/illustrations are about, or tell students the guiding questions for
the module.
Post 12 Carousel Station charts around the room (see sample in supporting materials). Six of the
charts will each have one of the photographs/illustrations, with the phrase What I Notice/What I
Wonder written below the photo/image. Six additional charts will each have one of the excerpts,
with the phrase What I Notice/What I Wonder written below the excerpt. There will be 12 charts
total. See sample in supporting materials.

Agenda
Teaching Notes (continued)

Post Class Norms for Discussion anchor chart (from Module 1, Unit 1, Lesson 4) or create a new
chart. During this lesson, students identify norms for a quality classroom conversation (e.g., everyone
gets a chance to speak, students ask questions of one another to extend conversation, etc.).
Review: Think-Pair-Share and Carousel Brainstorm protocols (see Appendix).
Lesson Vocabulary
Materials
notice, wonder, reflect, norms, record,

details, excerpt
Class Norms for Discussion anchor chart (from Module 1, Unit 1, Lesson 4; one to display)
Document camera
Photograph/illustration for modeling (one for modeling in Opening B; see Teaching Notes)
What I Notice/What I Wonder T-chart (new; co-created with students; see Opening B)
Mystery text excerpt for Opening B (one to display)
Carousel Station charts (12 total; see Teaching Notes and sample in supporting materials)
Markers (one per group of four students; ideally a different color for each group)
Conversation Criteria checklist (from Module 1; provided again here for ease of reference; one for teacher reference)
Mystery Pictures and Excerpts: Personal Reflection recording form (one per student)
Guiding Questions anchor chart (new; teacher-created)

Opening
Meeting Students Needs

Congratulate students on their successful completion of Module 1. They learned a lot and took great strides to become better
readers and writers. Tell students its time to move on to the next module.
Provide an illustrated anchor chart

of question words (e.g., a clock for
when) to assist students needing
additional support with learning the
structures needed to ask questions.
Orient students to todays learning targets. Circle the key terms notice and wonder. Ask students to talk with a partner about
what these words mean. Ask a few volunteers to share out to check for understanding.
Review the Class Norms for Discussion anchor chart (from Module 1, Unit 1, Lesson 4).
Remind students that these are targets they have worked with before. Today they will practice with different pictures, in
addition to text excerpts, as they begin their new topic of study as readers and writers. Tell students that they will try to solve
a mystery today by looking at pictures and reading excerpts from text. As they are looking, reading, and discussing with
peers, their job is to try to figure out what they will study in this module based on the details they see in the pictures and text
excerpts. Briefly define excerpt in this context: a short part of a book.
Consider providing nonlinguistic

symbols (e.g., a question mark over
a students head for ask questions,
or a magnifying glass over a picture
for find) to assist ELLs in making
connections with vocabulary. These
symbols can be used throughout the
year with posted targets.
Some students may need other basic
vocabulary words clarified:
question, conversation, excerpt,
mystery.
B. Practicing Observing Closely: I Notice/I Wonder (5 minutes)

Gather students whole group. Do not tell students the topic of the module. Present it as a mystery for them to puzzle
through.
Place students in pairs or ask them to identify a person close to them with whom they can think and talk.
Using a document camera, display one photograph/illustration for modeling, similar to the ones they will see
during the Carousel Brainstorm protocol in Work Time.
Briefly review the I Notice/I Wonder process with students (which they should be familiar with from Module 1). For What I
Notice, tell students: When we look at a picture, or a book, we notice details. Ask students to identify the meaning of the
word details. Ask:
* What details do you notice about this picture? For example, when I look at this picture, I notice [discuss a detail from
picture] but it also makes me wonder [insert a question].

Opening (continued)
Emphasize the importance of referring directly to what they see in the picture to help students continue to understand the
importance of evidence.
Co-create a What I Notice/What I Wonder T-chart. Use Think-Pair-Share protocol. Give students about 30 seconds to
think, and then ask them to share with a partner what they noticed. Invite a few volunteers to share with the class the ideas
that their partner had. As students share, record their ideas in the What I Notice column on the T-chart.
For What I Wonder, ask students now to think of and then share with a partner questions they had about the picture.
Record the questions students generate in the What I Wonder column. Use this opportunity to reinforce how to format a
question using correct ending punctuation.
Display the mystery text excerpt for Opening B:
The Japanese bow when they greet each other. A bow can also mean thank you or I beg your pardon.
A small group of people, called the Ainu, is native to Japan. Their ancestors are thought to be the first people to live in
Japan. Most Ainu live on the island of Hokkaido. They fish and grow food in the same way as their ancestors.
Use the Think-Pair-Share protocol. Give students about 30 seconds to think, and then ask them to share with a partner what
they noticed about the excerpt. Invite a few volunteers to share with the class the ideas that their partner had. Using the
same T-chart, record students ideas in the What I Notice column of the T-chart.
For What I Wonder, ask students now to think of and then share with a partner questions they had about the excerpt.
Record the questions students generate in the What I Wonder column.
Note: It is important that students have this supported experience of noticing and wondering about images and text before
heading into the carousel. This is the first time excerpts are used with the I Notice/I Wonder carousel.

Work Time
A. Carousel Protocol: Images of Culture (20 minutes)
ELLs can write notices in their

native language if they dont know a
word in English. For students
needing additional support, notices
can also be drawn, circled, or
marked with a sticky note on the
pictures.
Be sure to have set up 12 Carousel Station charts spread around the classroom:
The six photographs/illustrations with a T-chart with the phrase What I Notice/What I Wonder written below
The six text excerpt charts with a T-chart with the phrase What I Notice/What I Wonder written below (see sample in
supporting materials)
Do not tell students the topic of the module or what the pictures or excerpts are about. Present this as a mystery for them to
puzzle through and wonder about.
Tell students that they will be using Carousel Brainstorm protocol and remind them of their experience with this protocol in
Module 1. Explain that there are charts set up around the classroom. Each station has a photograph or image, or a text
excerpt chart. All charts have What I Notice/What I Wonder written on them to record students thinking.
For students needing additional

support to complete multistep
directions, provide a step-by-step
visual of the protocol.
Tell students that they will continue to become great readers during this study, encountering both literary and informational
texts. On the excerpt charts, they will find excerpts from both informational and literary text.
Remind students: When we look at a picture or read from a book, we notice details. Ask students to identify the meaning of
the word details. Emphasize the importance of referring directly to what they see in the picture or read in the excerpt to
help students continue to understand the importance of evidence, and explain that they will write these details in the What I
Notice column of the T-chart.
Remind students that when they wonder, they ask questions based on the details they see in the image or read in the
excerpt. They will write these questions in the What I Wonder column of the T-chart. Use this opportunity to reinforce how
to format a question using correct word order and ending punctuation.
Ask each pair of students to join another pair to form groups of four.
Briefly review expectations with students about this protocol: taking turns, making sure everyone gets to write, etc. Remind
students about good conversational norms. Refer back to the work started in Module 1 with the Class Norms for Discussion
anchor chart. Tell students that as they are working, you will be watching them and listening to their conversations, and that
you will be taking notes about what you see and hear.

Work Time (continued)
Each group of four will begin at a different station for the carousel. Give students directions:
When reviewing the graphic

organizers or recording forms,
consider using a document camera
to visually display the document for
students who struggle with auditory
processing.
1. Look carefully at the photograph or carefully read the excerpt.

2. Talk with your group about details you notice in the photograph or details within the excerpt.
3. Talk with your group about the questions you wonder about related to the photograph or excerpt.
4. Then, after you talk, use your marker to add to the chart in the same way you practiced as a class.
Providing models of expected work

supports all learners but especially
supports challenged learners.
5. Remember to use question words for your wonderings: who, what, when, where, why, and how.
Ask students if they have any clarifying questions about the task. Answer questions as needed.
Start each group of four at one of the stations. Distribute one marker to each group.
While students are working, circulate and use the Conversation Criteria checklist to assess how well students are
following the conversation norms. Every 2 or 3 minutes, students rotate to a new station. Use the transition points to briefly
reinforce the steps of the task. Gauge the time based on discussions groups are having.
After students have completed a couple of the stations, take the opportunity to stop and praise them on their conversation
skills, and remind them of expectations if necessary.
Time permitting, repeat until students have interacted with each photograph and excerpt.
Note: It is important to end Work Time A after 20 minutes to allow for sufficient time to debrief the carousel. If students do
not get to all charts, leave the charts up for students to visit at other times during the day.

B. Debriefing the Carousel (20 minutes)
If its not possible for students to

visit all stations for the debrief,
given the physical limitations of the
classroom, make sure to have all
station materials with you in the
whole-group area for the debrief.
Gather students whole group to debrief the carousel. Since each station had a photograph or excerpt, and a T-chart, consider
debriefing the carousel by traveling as a class to each station.
As you debrief each station, ask students to take a few moments to reflect on whats written on the T-chart. Then ask a
handful of students to share out what they noticed and wondered.
Focus heavily on what students noticed about each of the images and excerpts. Be purposeful about leading students to state
that the photographs are showing things that seem to be in different places around the world. Students may be familiar with
the Magic Tree House series and may notice the names Jack and Annie. Confirm that there were some excerpts from a
Magic Tree House book, but dont say which one.
If necessary, make summary statements about the excerpts. For example: With Excerpt 1, it seems as though were getting
an idea about behaviors that we see from people living in China or Japan since the text says theyre using chopsticks.
As you move the discussion to each new station, a key instructional move will be to help students look for patterns on the Tcharts. If you are physically traveling from station to station, take the T-charts with you and encourage students to look for
patterns on the T-charts.
If they are not already assembled, gather students whole group in the normal meeting area of the classroom. Push students
to connect the carousel text excerpts and images. Ask:
* How does what you see in the photographs connect to what you read in the excerpts?
Think-Pair-Share: Invite students to discuss what the big themes or ideas of this module might be. Model as needed. (For
example: I see many _____, so I think we might be learning about _____.)
Students may want to say that the theme or idea of the module is about Japan. If students try to connect Japan to the
modules theme, point out that none of the seven photographs were just about Japan. This should refocus their thinking.
Invite volunteers to share out their ideas. Accept a range of answers that students can support based on what they saw,
discussed, and read today. Probe with statements such as: Why do you think that? or How does that fit with what you saw
in the pictures and read in the text excerpts? Remind students that their ideas have to take both the photographs and the
excerpts into consideration. This is a good opportunity to emphasize the importance of providing evidence, which will be
reinforced throughout the module.

Closing and Assessment
A. Student Written Reflection (5 minutes)

Distribute the Mystery Pictures and Excerpts: Personal Reflection recording form to students. Go over the
directions and invite students to write about their thinking.
B. Debrief (8 minutes)
Gather students whole group. Display the Guiding Questions anchor chart. Share the first guiding question for the
module:
* What defines culture?
Posting sentence frames can assist

ELLs and other students needing
additional support in contributing
to classroom discussions.
Explain that the images and text students examined today are all examples of the culture of different places. Ask: Based
on your observations, what might the term culture mean?
Note: It is important that you do not define the term culture for students at this point. Lessons 2 and 3 take students on a
close read of an informational article about culture. That is when they will begin to learn what this term means.
Explain that the class will be doing some work in the next two lessons that will help them understand what the word means,
and also what the guiding question means.
Share with students that they will return to this question often during the next few weeks. Tell students that they will also
learn about how authors share knowledge on a topic through research. Briefly discuss the word research with students and
show the other guiding questions for the module:
* How do authors conduct research and build knowledge to inform their writing?
* How can authors share knowledge on a topic gained through research?
Post these guiding questions somewhere prominent in the classroom.
Mention to students that they will be reading a lot about different countries and cultures as a class. Point out that they also
have opportunities to build their expertise by reading even more books on their own.
Homework
Tell an adult you know about the photographs you saw and the text excerpts you read. What will you learn about in the
coming weeks?

Supporting Materials
Mystery Text Excerpt for Opening B

The Japanese bow when they greet each other. A bow can also mean thank you
or I beg your pardon.
A small group of people, called the Ainu, is native to Japan. Their ancestors are thought to be the first
people to live in Japan. Most Ainu live on the island of Hokkaido. They fish and grow food in the same
way as their ancestors.

Reserved.
NYS Common Core ELA Curriculum G3:M2B:U1:L1 June 2014 11
Mystery Text Excerpts for Carousel Stations

Teacher Directions: Do not identify the texts that each excerpt is taken from. The source is listed here
for teacher reference only.
Station 1
(from page 38, Dragons of the Red Dawn)
At the entrance, Basho slipped off his sandals. Jack and Annie did the same.
They placed their sandals in a row of shoes that other people had left by the
door.
Inside the teahouse, cooks stirred steaming pots over a wood-burning stove.
People sat at long low tables, eating with chopsticks and drinking from small
cups. Several customers smiled shyly and bowed before Basho.
Station 2
(from page 15, Exploring Countries: Japan)
In the countryside, people live in wooden homes on farms or in small towns.
Most homes have at least one room styled in the Japanese tradition. Straw mats
called tatami cover the floor. People sit on cushions and sleep on thick pads
called futons.
Station 3
The arts have been an important part of life in Japan for hundreds of years.
People enjoy going to a traditional theater. They see puppet plays set to music,
called bunraku. Kabuki features lively actors in colorful costumes and makeup.
The actors dance and perform the same way ancestors did hundreds of years
ago.

Reserved.
Mystery Text Excerpts for Carousel Stations

Station 4
(from pages 4445, Dragons of the Red Dawn)
A large ring had been marked off on the ground with straw. In the middle of the
circle, two enormously fat men squatted at opposite sides of the ring. Each man
looked as if he weighed more than four hundred pounds. They clapped their
hands. They each began stomping his feet.
Who are they? said Annie, her eyes wide.
Station 5
Before eating, Japanese people say the word itadakimasu. It means I receive
this food. It is a way to thank the person who cooked the meal.
Station 6
(from page 95, Dragons of the Red Dawn)
Thanks, said Jack.
Good-bye, said Annie.
They both bowed to Basho.
Basho bowed to them. Then the great poet turned and left them. Falling cherry
blossoms floated on the wind as he walked away.

Reserved.
Carousel Station Chart

(Sample, for Teacher Reference)
Image or Excerpt here:
What I Notice

Reserved.
What I Wonder
Conversation Criteria Checklist

(Repeated from Module 1 for teacher use; adapt to suit personal preferences.)
Learning Targets:
I can speak with complete sentences when I participate in group discussions.
(Teachers: Please insert the conversation norms from class to assess students ability to engage effectively in collaborative
discussions. Code responses based on the setting in which the criteria is observed. For example: P = Partner, G = Small Group, C
= Whole Class)
Student Name
Complete
Sentences
Norm 1

Reserved.
Norm 2
Norm 3
Norm 4
Norm 5
Mystery Pictures and Excerpts: Personal Reflection Recording Form
Name:
Date:
Based on the photographs you saw, the excerpts you read, and the discussions you had with your
peers, what do you think you will be learning about in this module? Use evidence from your work to
support your thinking.
16
Guiding Questions Anchor Chart

How do authors conduct research and build knowledge to inform their writing?
How can authors share knowledge on a topic gained through research?
17

Reading Closely to Build Understanding:
Discovering Culture Part 1


I can determine the main idea of an informational text. (RI.3.2)
I can retell key ideas from an informational text. (RI.3.2)
I can use information from the words and illustrations (photographs, captions) to understand informational texts. (RI.3.7)
I can effectively participate in a conversation with my peers and adults. (SL.3.1)
Ongoing Assessment
I can identify the main idea of the article Discovering Culture by reading the text closely.
Observations of partner discussions
I can list key details in the text that support the main idea.
Close Reading as Researchers (Main Ideas and Details)

recording form
I can explain how information in the words and illustrations help me understand the concept of culture.
I can discuss how the main ideas in this article are conveyed through key details.

Agenda
Teaching Notes
1. Opening
In this lesson, students are introduced to the concept of culture. They embark on a two-day study of this
concept by doing a close reading of the selected informational text about culture For the purposes of this
module, students are focusing on finding evidence of culture through customs and traditions. Students
are working not to define what culture is, but to find evidence of it. In Units 1 and 2, students learn
about culture through both literary and informational texts. In both units, students are looking for
customs and traditions.

B. Engaging the Reader: What Is Culture? (5 minutes)
2. Work Time
A. Rereading on Your Own: Capturing the Gist (20
minutes)
B. Reading Again for Important Details: Discovering
Culture (20 minutes)
A. Debrief: Building an Understanding of Culture (6
minutes)
B. Revisiting Learning Targets (4 minutes)
4. Homework
A. Reread Discovering Culture
Customs: A custom is an accepted way of doing something or an accepted way of behaving that is special
to a certain group, a certain place, or a certain time. It is something done regularly.
Traditions: A tradition is a behavior or action that has been handed down from a previous generation.
There are many different types of traditions, including family and religious traditions.
As noted in the Module Overview, this module is designed to connect with social studies topics. It does
not fully address the social studies standards, which merit much deeper study during social studies
time.
Completion of the Close Reading as Researchers: Main Ideas and Details recording form may prove
challenging for students. Be ready to provide additional support for students who struggle. They use this
form throughout the module, and will build confidence over time.
Throughout this module, students again discuss their reading in groups. Use purposeful grouping, and
consider whether to continue with the same groups as Module 1 or to change them.
It is an expectation that teachers have a clear and purposeful system in place for students to be engaged
in independent reading on a consistent and regular basis. As in Module 1, students are encouraged to
read additional texts on this topic from the Recommended Texts list (review this in advance) or other
books that fit the content of the module from public, school, classroom, or home libraries. There is not
time allocated in this lesson to introduce students to some of these books; this activity should be done
during another part of the school day as early in Unit 1 as possible.
In advance:
Review: Think-Pair-Share protocol and Helping Students Read Closely (see Appendix).
Review: Cold call and Fist to Five in Checking for Understanding Techniques (see Appendix).

Agenda

Prepare the Close Reading as Researchers: Main Idea and Details anchor chart (for Discovering
Culture) (an enlarged version of the student recording form with this same name; see supporting
materials).
Post: Learning targets.
Lesson Vocabulary
Materials
culture, generation, custom, tradition,

fact, definition
Discovering Culture (article; one per student)
(Note: These words will be explicitly

addressed in Lesson 3, when students
begin their work with vocabulary.)
Document camera
Close Reading as Researchers: Main Ideas and Details recording form (for Discovering Culture) (one per student)
Things Close Readers Do anchor chart (from Module 1, Unit 1, Lesson 2; or see supporting materials)
Sticky notes (one pack per student; see Work Time A )
Conversation Criteria checklist (from Lesson 1; for teacher use)
Close Reading as Researchers: Main Idea and Details anchor chart (for Discovering Culture) (new; teacher-created; see
Teaching Notes)
Photographs/illustrations (from Lesson 1 Carousel Brainstorm protocol; see Closing A)
Mystery text excerpts (from Lesson 1 Carousel Brainstorm protocol; see Closing A)

Opening

Read each target individually with students. Explain that these targets should seem familiar since they worked with
informational text when they read My Librarian is a Camel in Module 1.
When introducing new vocabulary,

consider having the words written
on index cards. Show the card to
students when talking about the
word. Then post the word on a word
wall. This supports visual learners.
Give students time to think, then cold call a student to explain what a main idea is. Cold call another student to explain what
a key detail is.
Note: As stated in Lesson 1, do not define culture for students at this time. The purpose of the close reading in this lesson and
Lesson 3 is for students to build their understanding of this important term on their own using the text.
B. Engaging the Reader: What Is Culture? (5 minutes)
Gather students whole group. Tell students that today they are going to read a text that will help them begin to understand
culture and the aspects that show evidence of it. Explain that they will be reading literary and informational texts, and they
will need to be able to recognize when an author includes information about a countrys culture within a story or article.
Note: It is important that this text is read fluently and without interruption to acquaint students with the text. As with other
read-alouds in this unit, ask students to follow along on their copy of the text.
Distribute the Discovering Culture article. Using a document camera, display a copy for students to see. Read aloud
slowly, fluently, and without interruption. If students want to talk or ask questions about the text, remind them: Just like
the books and texts we have read before, you will have a chance to reread this article and talk about it later in the lesson and
tomorrow as well.
When reading aloud, encourage

students to use strategies such as
whisper reading to follow along. Ask
students to track with their finger
and whisper read as you read aloud.

Work Time
A. Rereading on Your Own: Capturing the Gist (20 minutes)

Distribute the Close Reading as Researchers (Main Ideas and Details) recording form (for Discovering
Culture). Orient students to this recording form as needed. Point out that like the forms they used during Module 1, the
purpose of this type of recording form is to help students take notes and focus on important ideas and details within
informational text.
When reviewing graphic organizers

or recording forms, consider using a
document camera to visually display
the document for students who
struggle with auditory processing.
Remind students of the close reading routines they built in Module 1 and briefly display the Things Close Readers Do
anchor chart.
To support ELL learners and

struggling readers, consider creating
a chart that represents the reading
routine pictorially along with key
phrases.
Read, think, and jot notes on my own.

Talk with my group about the text.
Write notes or answer questions about the text.
Give students 10 minutes to reread the text on their own. Circulate and support students as they read. Tell students that as
they read, they should underline words that they dont know and they should stop after each paragraph to record the gist of
the section they just read.
As you circulate around the room, remind students to capture unfamiliar words on sticky notes or by underlining them in
the text.
After students have read for 10 minutes, stop them in their work. (Its fine if they did not finish, since they will continue to
reread and discuss throughout the lesson.)
Place students in groups. If needed, remind students of the criteria for a quality conversation. Then give students 5 minutes
in their groups to discuss what they wrote and marked. Consider posing questions such as: Do you have similar words
underlined? or Did you capture a similar gist? As students work in their discussion groups, continue gathering data on the
Conversation Criteria checklist.
After the discussion, ask students to take 3 to 5 minutes to fill in the top box on their Close Reading as Researchers (Main
Ideas and Details) recording form (for Discovering Culture) about the main idea of this article. Students should not work
on the two detail boxes at this time.
During this Work Time, you may

want to pull a small group of
students to support in finding
evidence from Discovering
Culture. Some students will need
more guided practice before they
are ready for independent work.
Consider providing smaller chunks
of the text for ELLs. Teachers can
check in on students thinking as
they write or speak about their text.
Consider providing an alternate
version of the article that has
writing space directly after each
paragraph for students to record the
gist.

B. Reading Again for Important Details: Discovering Culture (20 minutes)

Gather students whole group. Direct their attention to the Close Reading as Researchers: Main Ideas and Details
anchor chart (for Discovering Culture).
To support struggling students with

vocabulary acquisition, consider
providing these learners with index
cards with the word or phrase on
one side and the definition on the
other. Work with these words from
time to time at other ELA parts of
the school day.
Invite a few students to share what they wrote in the top box of their recording form (their thinking about the main idea).
Point out to students that they need to learn everything they can about culture because this will help them read and
understand both the literary and informational texts in this module. Explain that they should always try to gather as many
facts, definitions, and details as they can while they read. Clarify these terms as needed.
If needed, do a brief guided practice. Invite students to Think-Pair-Share about a detail they noticed in the first two
paragraphs that seemed important and why. Listen for students to share details such as: Culture is passed down from one
generation to the next.
Tell students that they will now read the article again, this time focusing on the details within the text.
Give students 1013 minutes to reread the text on their own, writing down key details on their recording form. Tell them to
wait to answer the question at the bottom.
After 15 minutes, invite students to briefly discuss with their groups:
* What key details from the text and illustrations seemed to support the main idea?
* Has your thinking about the main idea changed?
Remind students that this kind of reading is what helped them build their expertise in reading about superheroes in Module
1. Encourage all students to share details.
Give students 5 minutes in their groups to discuss what they wrote. As students are in their discussion groups, continue
gathering data on the Conversation Criteria checklist.
Direct students attention to the Close Reading as Researchers: Main Ideas and Details anchor chart (for Discovering
Culture). Have students share out details they found and document them on the anchor chart.
Orient students to the question at the bottom of the recording form. Ask them to take 2 minutes to write their answer to this
question:
* What is culture?
Note: Students will have multiple opportunities to revisit this question and refine their thinking. Students will work with the
Discovering Culture text again in Lesson 3. Either hold on to their articles or have students file them.
Consider partnering an ELL with a

student who speaks the same
language when discussion of
complex content is required. This
allows students to have more
meaningful discussions and clarify
points in their own language.
Encourage partners to employ
strategies like whisper reading.
Sitting with a partner, students
move their hands over the text as
they read and whisper the words
together. This way, you can visually
track the progress of all the
students, and the students can
support each other.
Providing models of expected work,
by doing the first two paragraphs as
guided practice, supports all
students but especially supports
challenged learners.

A. Debrief: Building an Understanding of Culture (6 minutes)

Gather students whole group. Give students specific positive feedback for their efforts today reading and learning from a
challenging text. Remind students about the article they read today and ask them to think of what they have learned so far
about culture.

support producing language,
consider offering a sentence frame,
sentence starter, or a cloze sentence
to assist with language production
and provide structure.
Display some of the photographs/illustrations from the Carousel Brainstorm protocol in Lesson 1, as well as some of the
mystery text excerpts. Give students a few moments to look over the photographs and excerpts on display. Then ask:
* Why do you think these images and excerpts were chosen as examples of culture?
Have students do a quick Think-Pair-Share. Give them time to talk and then cold call one or two students to share out. At
this point, its okay for students to have responses that may lack depth or sophistication since this is a difficult concept.
Consider allowing students to draw

their observations, ideas, or notes
when appropriate. This lets ELLs
participate in a meaningful way.
Repeat the Think-Pair-Share and cold call with the question:
* What is a specific example of culture?

Students answers may refer to either the article or the images and excerpts from Lesson 1.
Invite students to assist in completing the Close Reading as Researchers: Main Idea and Details anchor chart (for
Discovering Culture). Focus on the question at the bottom: What is culture? Call on a few volunteers and document their
thinking on the anchor chart.
Remind students that knowing about and understanding culture is going to be really useful as they begin reading literary
and informational texts about different countries. Build up the excitement about the new learning experience they are about
to embark on.
Collect students Close Reading as Researchers: Main Ideas and Details recording forms. Review these as an informal
assessment. If research folders were created, put these recording forms in their folders after a quick review.

Closing and Assessment (continued)
B. Revisiting Learning Targets (4 minutes)

Display todays learning targets. Direct students to read the targets to themselves silently. Use Fist to Five as a check for
success with each target individually.
Monitor students responses during

Closing and Assessment B and note
target(s) that seemed to be a
sticking point for students. Clarify
the meaning of each target as
needed to ensure that the wording
of the target was clear. Make sure to
check in with students who indicate
lack of success with the targets at
another point in the school day.
Ask students to think about todays lesson and all the work they did. Invite students to Think-Pair-Share: What was most
helpful to you today as a learner in meeting your learning targets?
Homework
Reread Discovering Culture.

Discovering Culture
Culture refers to a groups way of life, or how they do things. The culture of a community is the way of
life for a group that has been passed from one generation to the next.
Every community in the world has a culture. Culture is reflected in how a communitya group of
peoplehas lived in the past and how they live now. It is a collection of many things like the members
of the community, languages spoken, customs and traditions, and religious beliefs and practices.
These are preserved in the present, and given to future generations. From ancient civilizations to the
present, there are ways to discover what a group of people believe in, what they value as important,
and how they live their lives.
A custom is an accepted way of doing something or an accepted way of behaving that is special to a
certain group, a certain place, or a certain time. It is something done regularly. Customs are one way
to learn about a communitys culture. For example, in America when people meet for the first time, it
is a custom to shake right hands firmly, make eye contact, and introduce yourself. It is also a custom
in the United States to stand, face the flag, and place your right hand over your heart when the
Pledge of Allegiance is recited. Some cultures have customs that are special ways of celebrating
birthdays or specific ways to greet each other.
English tradition of dancing around the

maypole
Pledge of Allegiance
Fireworks on the
Fourth of July
Photo credits:
Copyright Paul Barnett and licensed for reuse under this Creative Commons Licence
USDA.gov http://creativecommons.org/licenses/by/2.0/
U.S. Navy photo by Journalist 2nd Class Mark O'Donald. Public Domain
10
Discovering Culture
A tradition is a behavior or action that has been handed down from a previous generation. There are
many different types of traditions. Examples include family traditions, social traditions, patriotic
traditions, and religious traditions. The traditions of a group or community can tell a lot about their
culture. Traditions can often relate to the way a holiday is celebrated. For example, May Day is a
spring holiday celebrated in many countries in the northern hemisphere, and one May Day tradition
is to dance in costume around a Maypole. The Matabele women in Zimbabwe, Africa, are known for
their detailed beadwork. It is a tradition for this skill to be passed from generation to generation, and
it helps them make a living.
Customs and traditions are some ways to find evidence of a communitys culture. Each of these
captures part of the story that allows us to know what a group of people believes in, what they value
as important, and how they live their lives.
Glossary
culture:
the way of life for a group that has been passed from one generation to the next
custom:
a common practice followed by people in a group; a way of doing something that is

repeated
generation all the people living at the same time or of approximately the same age
tradition:
a behavior or action handed down from a previous generation
Discovering Culture
Written by Expeditionary Learning for Instructional Purposes
11
Close Reading as Researchers: Main Idea and Details Recording Form

(for Discovering Culture)
Main idea of the text
Key details from the text that help me understand the main idea
Key details from the illustrations that help me understand the main idea
Revisiting the main idea: What is culture?
12
Close Reading as Researchers: Main Idea and Details Recording Form

(for Discovering Culture)
(Answers, for Teacher Reference)
Main idea of the text
Culture is about how people live and whats important to them. Culture is passed down
from one generation to the next. There are many things that are part of a communitys
culture.
Key details from the text that help me understand the main idea
Customs are one way to discover culture. Customs are an accepted way to act or
behave. Yodeling is one example of the Swiss culture. Traditions are another way to
discover culture. Traditions are repeated over time. A tradition like celebrating May
Day is an example of a communitys culture.
Key details from the illustrations that help me understand the main idea
Custom: yodeling
Traditions: dancing in around the maypole, fireworks on the Fourth of July
Revisiting the main idea: What is culture?
Culture is about what a group of people believe in and feel is important to them. There
are many things that show what a country or groups culture is. Cultural heritage is
passed down from one generation to the next.
13
Things Close Readers Do Anchor Chart

(If the Module 1 anchor chart no longer exists, create a new anchor chart with the following points,
along with any other strategies you want your students to consistently use.)
We reread the text multiple times.
We reread first for gist.
Then we identify unfamiliar words.
Then we think about the main idea and details.
We read again to answer the questions.
We ask ourselves question
14



I can ask questions to deepen my understanding of informational text. (RI.3.1)
I can answer questions using specific details from informational text. (RI.3.1)
I can determine the meaning of unknown words in informational text. (RI.3.4)
I can use a variety of strategies to determine the meaning of words and phrases. (L.3.4)
I can use resource materials (glossaries and dictionaries) to help me determine the meaning of key words and phrases. (L.3.4d)
Ongoing Assessment
I can answer questions using specific details from Discovering Culture.
Questions from the Text: Discovering Culture
I can choose specific details to answer questions about the text.
Word Tracker recording form
I can define the social studies concept of culture.

I can determine the meaning of key words related to culture using a glossary or dictionary.

Agenda
Teaching Notes
1. Opening
This is the second of two lessons focusing on a close read of the informational text Discovering
Culture. Students continue to work with the concept of culture and finding evidence of it. The goal of
this lesson is to help students develop a firmer grasp on the challenging concept of culture, with an
understanding of what defines culture. This aligns directly with the guiding questions for the module.
A. Engaging the Reader: Things Close Readers Do (3

minutes)
B. Unpacking Learning Targets (3 minutes)
2. Work Time
A. Answering Text-Dependent Questions (30 minutes)
B. Introducing Word Trackers (20 minutes)
A. 3-2-1 Exit Ticket (4 minutes)
4. Homework
A. Complete Questions from the Text Discovering
Culture
B. Share Words from your Word Tracker with someone
at home.
As in Lesson 2, students discuss the text in groups. Consider keeping the same groupings for the whole
unit to allow students to build a rapport and a productive working relationship.
The purpose of the vocabulary work in this lesson is to encourage students to carefully attend to words.
While it is important to give students opportunities to practice finding the meaning of words in context,
there are times when they need to navigate through a glossary or dictionary to know the meaning of a
word (L.3.4d). It is not necessary for students to memorize these words, nor is there a need to quiz
them, but students do need to have a deeper awareness of words they dont know and strategies to help
them find the meaning of any unknown words.
Consider creating an Interactive Word Wall so students can refer to these words throughout the unit.
Be sure to limit Work Time A to 30 minutes so there is enough time to for Work Time B, which
establishes a new vocabulary routine. Students homework includes time for them to finish Questions
from the Text: Discovering Culture (begun in Work Time A).
In advance:
Prepare the Word Tracker anchor chart (an enlarged version of the student recording form with this
same name; see supporting materials).
Review: Think-Pair-Share protocol and Helping Students Read Closely (see Appendix).
Review: Cold call in Checking for Understanding Techniques (see Appendix).

Lesson Vocabulary
Materials
glossary, definition, culture,

generation, custom, tradition
Document camera
Things Close Readers Do anchor chart (from Lesson 2; one to display)
Close Readers as Researchers: Main Idea and Details anchor chart (for Discovering Culture) (from Lesson 2; one to
display)
Discovering Culture (from Lesson 2; one per student)
Close Reading as Researchers: Main Idea and Details recording form (for Discovering Culture) (from Lesson 2; one per
student)
Questions from the Text: Discovering Culture (one per student)
Word Tracker recording form (one per student)
Word Tracker anchor chart (new; teacher-created; see Teaching Notes)
Dictionaries (preferably one per student, but at least one per pair)
3-2-1 Exit Ticket (one per student)

Opening
A. Engaging the Reader: Things Close Readers Do (3 minutes)

Gather students whole group. Using a document camera, display the Things Close Readers Do anchor chart. Ask
students to read the chart aloud with you.
Using total participation techniques

such as cold call or equity sticks
encourages a wider range of voices
in whole class shares.
Invite students to look at the anchor chart and reflect back on the work they did in Lesson 2. Invite students to think and
then talk with a partner:
* Where are we in terms of reading this text closely?

Then cold call a few students to share out their thinking. Listen for them to notice that they have read for gist and are ready
to reread and answer questions. Emphasize that close reading is not a formulaic set of steps.

Orient students to the learning targets:
* I can answer questions using specific details from Discovering Culture.

* I can choose specific details to answer questions about the text.
* I can define the social studies concept of culture.
* I can determine the meaning of key words related to culture using a glossary or dictionary.
Invite students to think and share with a partner about possible definitions of culture. Tell students that their hard work in
Lesson 2 has helped them have a clearer understanding of what culture is and how to find evidence of it.
Tell students: Today we will continue to work with the informational text Discovering Culture to complete our close
reading cycle and learn more about culture.

Work Time
A. Answering Text-Dependent Questions (30 minutes)

Direct students to the posted Close Reading as Researchers: Main Ideas and Details anchor chart (for
Discovering Culture) that they created in Lesson 2.

their answers to questions when
appropriate. This allows all students
to participate in a meaningful way.
Remind students that they have already heard or read this text four times: the read-aloud for enjoyment and to get the flow
of the passage, once on their own and with groups to get the gist and find unfamiliar vocabulary, on their own and with
groups to find and record important details and think about the meaning of culture, and then a fourth time for homework.
Redistribute or ask students to locate their article Discovering Culture as well as their Close Reading as
Researchers: Main Idea and Details recording form (for Discovering Culture) (from Lesson 2).
Distribute Questions from the Text: Discovering Culture. Review with students the process they went through to
answer questions about other texts they have read this year.
First, read the questions.

Then, read the entire text again, keeping the questions in mind.
When you find details that could be used as evidence to answer a question, underline that sentence or section of the text.
Talk about your answers before writing complete sentences.
If needed, ask for students to explain why each of the steps is needed. Review the word evidence with the class: something
we use to prove an idea we have.
Give students 10 minutes to reread the text on their own. Circulate and support students in finding evidence. Students
should be encouraged to underline the evidence they find and notate which question the evidence can be used to answer by
jotting the questions number in the margin.
After 10 minutes, place students in groups. Then ask students to take 5 minutes to discuss with their group the evidence they
found for each question. They dont need to write their answers down yet.
Direct students to write their answers to the questions from the text independently. Give students time to write their
answers. If needed, briefly review how to write answers using a full sentence. (The first half of the sentence is pulled directly
from the question. The second half of the sentence is the evidence found in the text.) Invite a volunteer to model if needed.
Consider writing and displaying

steps to answering text-dependent
questions and use nonlinguistic
symbols to match each step.
Students can return to steps to
make sure they are on track.
evidence from the article
Discovering Culture. Some
students will need more guided
practice before they are ready for
independent work.
Some students may benefit from
receiving direct support to answer
the text-dependent questions.
Consider allowing these students to
address one question at a time.
Read the question, look for and
underline evidence, and then
answer the question.
Oral rehearsal is another technique
that may benefit struggling students
in answering the text-dependent
questions.

After about 10 minutes, stop students in their work. They will get to finish their answers for homework.

document camera to visually display
the document for students who
struggle with auditory processing.
Note: Hold to the timing allocated for Work Time A in order to get to the remainder of the lesson.
B. Introducing Word Trackers (20 minutes)

Refocus students whole group. Introduce the word tracker vocabulary routine, reminding students how important it is to
build their word power. One way they will do this is by carefully recording important words and definitions. We are going to
do this using a word tracker.
Distribute the Word Tracker recording form and show students the Word Tracker anchor chart (which looks just
like their Word Tracker recording form).
Project the text Discovering Culture. Direct students to the bold word generation.
On the anchor chart, model how to complete each column of the Word Tracker recording form using the word generation:

supports all learners but especially
Closely monitor students who have
difficulty with near-point copying.
If students are using dictionaries,
consider working with a small group
to help them find the needed
word(s).
1. In Column 1 (Vocabulary Word) of the anchor chart, write generation (on students sheets, the three preselected words
already appear).
2. Show students how to find the definition in the glossary at the bottom of page 2 of the text. In Column 2 of the anchor
chart, write the definition as it appears in the glossary (giving students 12 minutes to write the glossary definition on
their page).
3. Tell students that they should then think about the meaning in their own words. Invite students to turn and tell a partner
what the word generation means to them. Ask a few students to share out their definition. In Column 3 of the anchor
chart, students should write a simplified version of the definition in Column 2 using their own words. Students may give
a definition such as: This word means all the people that are around the same age as each other.
4. Ask students to follow the same process with the words custom and tradition. Circulate and provide assistance as
needed. Make sure that each student fills out Column 3 of the anchor chart for the preselected words.

Next, ask students to look at the words they underlined in Discovering Culture in Lesson 2. Ask:
* Are there other words you underlined yesterday when you were reading the text?
Invite a few volunteers to share their responses with the group. As students share, you can record their words/phrases in
Column 1 of the anchor chart, placing each word/phrase in its own box in Column 1. For this activity, its recommended that
you focus on Tier 3 (content-specific) words, as this will better assist students in gaining an understanding of culture.
Place students in pairs or small groups to work on Columns 2 and 3 of their Word Tracker recording form for the
words/phrases just added. Students should have their text and also have access to a student-level dictionary. Encourage
students to be more time efficient by using the dictionary guide words. (Each student could be responsible for finding one of
the words in the dictionary and then they share the definition they found with the members of their group.)
Gather students whole group. Invite a few volunteers to share the definitions they found and then record these on the anchor
chart. (It is not necessary to record anything in Column 3 since these are individual to each student.)
Tell students that they will use Word Tracker recording forms again later in this unit and in Unit 2. They will keep paying
attention to important social studies words about culture, as well as other important words that will help them as readers.
These vocabulary words will help them build word power and learn lots of new information about the culture of people and
places around the world.

A. 3-2-1 Exit Ticket (4 minutes)

Gather students whole group and congratulate them on their hard work with close reading and vocabulary.
It may be necessary to assist some

students with the writing of the 3-21 Exit ticket given the short time
frame provided.
Distribute the 3-2-1 Exit ticket and review each prompt. Give students a few minutes to complete the exit ticket.
If time permits, ask students to share out one idea from their exit ticket with a partner.
Homework
Complete any answers to Questions from the Text: Discovering Culture that you didnt finish in class.
Share words from your Word Tracker that you learned about today with someone at home.

Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.
Public Consulting Group, Inc., with a perpetual license granted to
Expeditionary Learning Outward Bound, Inc.
Name:
Date:
Text Dependent Questions
1. According to the article, what can traditions tell us about a groups culture? Use details from the
text to support your answer.
2. According to the article, what is a custom? Use details from the text to support your answer.
3. According to the article, what can customs and traditions tell us about a community or country?
Use details from the text to support your answer.
4. What does culture mean (in your own words)?


Text-Dependent Questions
1. According to the article, what can traditions tell us about a groups culture? Use details from the
text to support your answer.
According to the article, traditions can tell about a behavior of a group that has
passed down. There are different types of traditions like family traditions and
patriotic traditions. Traditions can tell us about what holidays a group celebrates
and the ways the holidays are celebrated. Traditions can tell us a lot about what is
important to a group or country.
2. According to the article, what is a custom? Use details from the text to support your answer.
According to the article, a custom is an accepted way of behaving or acting by a
group of people. Customs are things that people do regularly. Customs can be how
people greet each other like a firm handshake in America.
3. According to the article, what can customs and traditions tell us about a community or country?
According to the article, customs and traditions can tell us what the community or
country values or holds as important and special. They can tell us what the people
believe in and how they live.
4. What does culture mean (in your own words)?
Answers will vary by student. Possible responses could be:
Culture is how people share what they do and what they celebrate.
Culture is passing down how to act and what to do from one family member to
another.

Word Tracker Recording Form

Vocabulary word or phrase
Definition
Definition in my own words
generation
custom
tradition


Definition
generation
all the people living at the

same time or of
approximately the same
age
answers will vary by

student
custom
a common practice
followed by people in a
group; a way of doing
something that is repeated

student
tradition
a behavior or action
handed down from a
previous generation

student

3-2-1 Exit Ticket

3 vocabulary words I learned more about today:
1.
2.
3.
2 things I learned about culture today:
1.
2.
1 thing I know about a glossary:
1.


Reading to Capture the Key Details of a Chapter:
Dragon of the Red Dawn Chapters 1 and 2


I can retell a chapter in a story using key details from the text. (RL.3.2)
I can answer questions using specific details from literary text. (RL.3.1)
I can document what I learn about a topic by sorting evidence into categories. (W.3.8)
I can document what I learn about a topic by taking notes. (W.3.8)
Ongoing Assessment
I can determine the key details of Chapters 1 and 2 by identifying the important parts of the chapter
(who/where/what).
Capturing Key Details recording form: Dragon of the

Red Dawn Chapter 2
I can identify and record key details in Chapter 2 that connect with evidence of ancient Japans culture.

Agenda
Teaching Notes
1. Opening
In this lesson, students begin reading Magic Tree House: Dragon of the Red Dawn together. Based on
the needs of your class, this launch lesson may run longer than 60 minutes. Consider continuing at
another time during the day, or breaking this lesson into two class sessions.
A. Engaging the Reader: Taking a Book Walk of

Dragon of the Red Dawn (8 minutes)
2. Work Time
A. Reading Chapter 1 and Introducing
Where/Who/What (10 minutes)
B. Reading Chapter 2 and Introducing Capturing Key
Details (15 minutes)
C. Tracking Evidence of Culture through Chapter 2 (20
minutes)
A. Debrief: Jacks Research Book (5 minutes)
4. Homework
A. Tell someone at home about the chapters we read
today.
B. Explain to someone at home how Dragon of the Red
Dawn will help you learn about the culture of
ancient Japan.
When launching this historical fiction chapter book, it is important to emphasize to students how the
author did research before crafting the story. This module uses the Magic Tree House book both to
introduce students to this highly popular chapter book series by Marty Pope Osborne and as a
springboard into learning more about culture. Students do consider the main events in each chapter
(aligned with RL.3.1) and do examine Jack and Annies character (with a particular focus on Jack as a
researcher). But this module does not involve an extensive study of authors craft in literary text. As
you launch students work with Dragon of the Red Dawn, strive to simultaneously engage students in
the story itself and begin to lay the groundwork that stories like the Magic Tree House books begin with
real research.
Dragon of the Red Dawn is number 37 in the Magic Tree House book series. This specific book in the
series was chosen based on its text complexity and on how it connects to the NYS content frameworks
(in terms of helping students learn about culture, specifically customs and traditions). Some students
may have read this text before, and now will be rereading to think about what the story teaches us about
culture in ancient Japan. Other students may be totally new to this series, and may get hooked. Consider
encouraging these students to read other Magic Tree House books during independent reading, perhaps
beginning with book number one.
This lesson includes a new Structural Features of a Chapter Book (Magic Tree House) anchor chart. This
will be used to contrast with the Structural Features of Informational Text anchor chart later in the unit.
Be sure to clarify for students that not all chapter books have identical structures: This anchor chart is
just to give a general sense of how the Magic Tree House books are structured differently from the
informational texts students will read later.
In advance: Preview the final performance task (see separate stand-alone teacher-facing document) to
understand more fully the research-based letter students will write to Mary Pope Osborne.
Throughout the module, students can work in reading partnerships to support struggling readers. For
students who need even more support, consider the following:

Agenda

1. Pull several partnerships together for guided support during their reading.
2. Devote an instructional aide or another adults time to supporting students while they read the
chapters aloud. This gives students guidance for both decoding and comprehension.
3. After students have made a first attempt on their own, find another time in the day to review
sticking points they had and support their comprehension.
Certain chapters of Dragon of the Red Dawn are designated to be read as homework. For students
needing more support, arrange for other accommodations (e.g. support from a teaching aide during
another part of the school day), so they do not fall behind on the reading.
Consider preparing audio recordings of the texts used in the module.
There are many methods of checking for understanding whether individual students have met a
learning target. Fist to Five is one common technique. Other engaging, quick techniques include:
Thumb-O-Meter; Glass, Bugs, Mud; Red Light, Green Light; Sticky Bars; Learning Line-ups; Human
Bar Graph; and Table Tags. Depending on the purpose, any of these techniques can be used for students
to self-assess their level of understanding while also letting you check their progress. For descriptions,
see Checking for Understanding Techniques in the Appendix.
In advance:
Create Structural Features of a Chapter Book (Magic Tree House) anchor chart.
Consider preparing the Mary Pope Osborne quote on a chart to display throughout the module.
Review: Think-Pair-Share protocol and cold call in Checking for Understanding Techniques (see
Appendix).

Lesson Vocabulary
Materials
ancient, prologue, historical fiction,

setting, characters, events, custom,
tradition, passport, imperial
Document camera
Dragon of the Red Dawn (book; one per student and one for teacher use)
Mary Pope Osborne quote (one to display)
Structural Features of a Chapter Book (Magic Tree House) anchor chart (new; teacher-created; see supporting materials)
Where/Who/What anchor chart (new; teacher-created from Part 1 of the Capturing Key Details recording form)
Capturing Key Details anchor chart (new; teacher-created from the recording form with this same name)
Capturing Key Details recording form: Dragon of the Red Dawn Chapter 2 (one per student)

Opening
A. Engaging the Reader: Taking a Book Walk of Dragon of the Red Dawn (8 minutes)
Using a document camera, project the cover of the book Dragon of the Red Dawn. Ask students to indicate whether they
are familiar with this series. Consider inviting a few students to share what they know about the Magic Tree House books.

Do not give too much about the book away: just tell students that this literary text is one that many young people have loved.
It is one of many books written by Mary Pope Osborne about a brother and sister who go on exciting adventures. Mary Pope
Osborne wanted to create an exciting chapter books for readers. While they read this book, students get to think about these
adventures, including getting to learn about different cultures by reading about how Jack and Annie interact with the people,
the customs, and the traditions in that country. Introduce the concept of historical fiction (which will be reinforced
throughout the module): this is an imaginary story set in a real time and place.
Tell students that the setting of Dragon of the Red Dawn is ancient Japan. Clarify briefly for students the meaning of the
word ancient.
Point out that the author, Mary Pope Osborne, always did a lot of research about the countries where her books take place.
Project the Dear Reader letter from Mary Pope Osborne (precedes the table of contents). Read the letter aloud to students.
Then, highlight this Mary Pope Osborne quote by reading it aloud again:
* I wanted to live in the scenes the artists created. I wanted to ride on the fishing boat, sip tea in a teahouse, see cherryblossom petals float down a river. When Im writing a book, I feel as if I am living in another place and time.
Have students Think-Pair-Share:
* How can this chapter book help you learn about ancient Japans culture?
Gather students whole group. Distribute one copy of Dragon of the Red Dawn to each student. Tell students this is the
special book that they will read together. For the first two chapters, they follow along as the text is read aloud to them. In
future chapters, they will get to read the text on their own.
Invite students to take a Book Walk. Encourage them to notice the books structure by flipping through pages, noticing
chapter headings and illustrations. Tell students they wont be reading the book right now but may be pausing at places that
look interesting.
Invite students to Think-Pair-Share:
* What did you notice about the structure of this book?

Opening (continued)
Students likely will notice things like the prologue, the letter from the author, the table of contents (with titled chapters),
illustrations in each chapter, and additional information and activities (at the back). Chart students responses on a new
Structural Features of a Chapter Book (Magic Tree House) anchor chart. Clarify as needed the purpose or role of
these different structural components. (Keep this chart posted. Students will revisit it again specifically in Lesson 8 when
they do a Book Walk with the informational text Exploring Countries: Japan.)
Direct students attention to the prologue. Ask if any students know what this word means; define it for them if necessary.
Briefly explain the purpose of prologues in general and why this prologue specifically is important. (Since this is number 37
in the Magic Tree House series, students need to have the background that is established in the prologue to set the scene of
this new adventure for Jack and Annie. (See Teaching Notes.)
Read the prologue aloud to students. To avoid confusion, briefly review the characters mentioned in the prologue. Ask:
* Who are Jack and Annie? (the main characters who live in Frog Creek, Pennsylvania, and travel to real places back in
time)
* Who are Teddy and Kathleen? (young sorcerers who assist Morgan le Fay)
* Who is Morgan le Fay? (the magical librarian from the legendary realm of Camelot)
* Who is Merlin? (the magician of Camelot)
Read the targets aloud or invite a volunteer to do so.
* I can determine the key details of Chapters 1 and 2 by identifying the important parts of the chapter (who/where/what).
* I can identify and record key details in Chapter 2 that connect with evidence of ancient Japans culture.
Then invite students to talk with a partner about todays work as readers.
Focus students whole group. Ask students to discuss what they think they might do to reach the first target. Help students
identify that they will read Chapter 1 of Dragon of the Red Dawn so they can think about the important parts of this chapter.
Point out that the second target relates to the work students have been doing with culture and finding evidence of culture in
Lessons 2 and 3.
Use Fist to Five as a check for understanding of these two learning targets.

Work Time
A. Reading Chapter 1 and Introducing Where/Who/What (10 minutes)

Ask students to read along in their books as you read Chapter 1 aloud, fluently, with expression, and without interruption.
Reading aloud to students as they

read along helps build their fluency.
ELLs and struggling ELA students
benefit from hearing a text read
aloud before they read it on their
own.
Display the Where/Who/What anchor chart. Explain to students that when reading a chapter book, its important for
readers to keep track of important parts of the chapter: where the action is (setting), who the important characters are, and
what the most important events are. Clarify the meaning of the words setting, characters, and events as needed. Explain to
students that they will be using a two-part recording form as they read Dragon of the Red Dawn. This recording form will be
an important tool to help them follow the story as it unfolds chapter by chapter. Point out to students that Part 1 of that
recording form looks just like this anchor chart.
Taking the questions one at a time, ask students to Think-Pair-Share:
All students developing academic

language will benefit from direct
instruction of academic vocabulary.
when appropriate. This allows all
students to participate in
meaningful way.
* What is the setting of this chapter? In other words, when and where does this chapter take place?
* Who are the important characters in the chapter?
* What are the most important events in this chapter? In other words, what happens?
As students share, record their responses on the Where/Who/What anchor chart.
Tell students that you want them to really get familiar with this chart, since it is just like part of a recording form they will be
using (Part 1 of the Capturing Key Details recording form) in Work Time B. Ask students to look over the anchor chart and
then discuss:
* In looking at this anchor chart, do you feel the information that we wrote captures the key details of Chapter 1?
Provide nonlinguistic symbols (e.g.,

a person for character) to assist
ELLs and other struggling readers
in making connections with the
headings on the Where/Who/What
anchor chart.
The anchor chart provides a model
of expected work. This supports all
students but especially supports

B. Reading Chapter 2 and Introducing Capturing Key Details (15 minutes)

Tell students that you will now read Chapter 2 aloud as they again follow along. Invite them to keep the where/who/what
categories in mind as they listen. After they read the chapter, they will again work together to complete the chart.
Read Chapter 2 aloud, fluently, with expression, and without interruption. Stop at page 15 after the word passports is
mentioned the first time to briefly ask:
* Think about where the chapter is taking place right now. Is it the same as Chapter 1? What are passports?
Make sure students correctly identify that Jack and Annie are now in ancient Japan in a beautiful garden (the Imperial
Garden) outside the Imperial Palace. Define imperial for students: Imperial means that it relates to emperors or empires.
It is something for kings, queens, or emperors. Finish reading the remaining pages of Chapter 2 without any additional
stops.
Display the Capturing Key Details anchor chart and ask students what they notice. Listen for them to recognize that
the upper part of this anchor chart is the Where/Who/What anchor chart used earlier with Chapter 1.
Distribute the Capturing Key Details recording form: Dragon of the Red Dawn Chapter 2 to students (which
looks exactly like the anchor chart).
Work with students to fill out Part 1 of the recording form for Chapter 2. As suggestions are shared, record them on the
anchor chart for students to copy onto their recording forms.

C. Tracking Evidence of Culture through Chapter 2 (20 minutes)

document camera to display the
document for students who struggle
with auditory processing.
Display and read aloud the Mary Pope Osborne quote:
* Whenever I start work on a new Magic Tree House book, I begin the great adventure of research. I visit libraries, the
Internet, bookstores, and museums. I talk to people who are knowledgeable about my subject, and if Im able, I visit the
place where the story occurs. From Carnival at Candlelight: Authors Research Note
* What does Mary Pope Osborne do to research a book? If Mary Pope Osborne wanted information about a countrys
culture, what kinds of information might she be looking for?
Explain to students that when an author is writing a historical fiction book, he or she must conduct research. A historical
fiction text is one that has made-up characters and plots but takes place in a real, ancient setting. Thats the only way to
guarantee that the information they include as part of the story is accurate and true. Tell students that the author, Mary
Pope Osborne, wanted us to feel like we were in ancient Japan with Jack and Annie. To do that, she had to include accurate
details about what life was like in that time period and what the people living there held dear and considered important. She
had to research before she could write.
Display the Capturing Key Details anchor chart again. This time, have students focus on Part 2 on the lower half of the
recording form. Ask: What do you notice? Direct students to briefly share their observations with a nearby partner.
Then, ask students to respond to the following question:
* What kind of information goes in the first column?

Remind students that customs and traditions were words they encountered in the Carousel Brainstorm protocol in Lesson 1,
and again in the article they read about culture in Lessons 2 and 3.
Focus students on the final column and ask:
* What kind of information goes in the second column?

Tell students that you will be reading Chapter 2 aloud a second time, and this time they need to be very actively listening and
looking for evidence of customs or traditions in ancient Japan that Mary Pope Osborne placed within the chapter.
Show students how to use a silent signal to indicate they heard a custom or tradition. Consider having students put thumbs
at their hearts to signal they heard a custom or tradition in ancient Japan during the second read.
Begin reading Chapter 2 aloud for a second time. Direct students to use the appropriate hand gesture if they think there is a
custom or tradition mentioned.
As students offer suggestions, record their responses on the Capturing Key Details anchor chart. Help students become
familiar with the recording form. Direct students to fill in the same information on their recording form that you write on the
anchor chart.
Note: Hold on to this anchor chart for Lesson 7.
10

A. Debrief: Jacks Research Book (5 minutes)

Remind students that Teddy gave Jack and Annie a book called A Journey to Old Japan in Chapter 1. Ask:

consider offering a sentence frame
or starter or a cloze sentence to
assist with language production and
provide structure.
* Why did Teddy give them the book?

Listen for students to note that the book was needed to help transport Jack and Annie from Frog Creek Woods,
Pennsylvania, to ancient Japan. But the other reason Teddy gave them the book is because its full of information about
where they are: ancient Japan.
Have students work with a partner to revisit the places in Chapter 2 when Jack is reading information from the book on
Japan. If students are struggling, point out that this is signaled in the text by indentations and bold print.
Invite a few volunteers to share when in Chapter 2 Jack read from the book on Japan. Encourage students to point to
specific examples.
Connect back to the learning targets. Remind students that just as Jack and Annie are learning about an ancient culture by
reading a text, we are learning as well by reading about their adventures.
Reread the learning targets. Ask for a Fist to Five on how students felt they did in meeting the targets today.
Homework
Tell someone at home about the chapters we read today. (If possible, let students take home their Capturing Key Details
recording form: Dragon of the Red Dawn Chapter 2).
Consider ways to allow students to

listen to Dragon of the Red Dawn at
home (on audiobooks or read aloud
by a caregiver) as students read
along silently.
Explain to someone at home how Dragon of the Red Dawn will help you learn about the culture of ancient Japan.
Note: Be sure to emphasize the importance of students returning the book to school the next day.
11

Mary Pope Osborne Quote
Whenever I start work on a new Magic Tree House book, I begin the great
adventure of research. I visit libraries, the Internet, bookstores, and museums. I
talk to people who are knowledgeable about my subject, and if Im able, I visit
the place where the story occurs.
From Carnival at Candlelight: Authors Research Note
13
Structural Features of a Chapter Book (Magic Tree House) Anchor Chart

(For Teacher Reference)
1. Dedication
2. Dear Reader letter
3. Table of Contents
4. Prologue
5. Chapters with titles
6. Additional information
7. Activities
8. Preview of next book in series
14
Capturing Key Details Recording Form:

Dragon of the Red Dawn Chapter 2
Name:
Date:
Part 1: What are the important parts of the chapter?

Where does this chapter take
place?
Who are the important

characters in this chapter?
What are the most important

events in this chapter?
Part 2: Focusing on Culture

What evidence did you find of customs or traditions in ancient Japan? How do those help you
learn about the culture?
What evidence did you find of a custom or tradition in ancient Japan?
Page in text
15

Where does this chapter
take place?

What are the most important events

in this chapter?
The Imperial Garden

outside the Imperial
Palace in Edo, Japan
Jack and Annie

Samurai
Jack and Annie arrive in

ancient Japan using the tree
house and use Jacks research
book to learn a little bit about
where they are.
They discover they need a
passport to travel safely since
outsiders are not welcome in
Japan.
They see a shogun traveling
with his samurai. They decide
to leave the garden and head
into Edo.
They get chased by the samurai
and saved by a man who
pretends to know them.

What evidence did you find of customs or traditions in ancient Japan? How do those help you
learn about the culture?
Page in text
wearing kimonos
p. 13
carrying a passport
p. 15
procession of the shogun
p. 1618
16



I can determine the meaning of words using clues from the story. (RL.3.4)
Ongoing Assessment
I can determine the key details of Chapter 3 by identifying the important parts of the chapter
(who/where/what).
Capturing Key Details recording form: Chapter 3
I can identify and record key details in Chapter 3 that connect with the culture of ancient Japan.
Exit Ticket: Working with Context Clues
Working with Context Clues recording form: Chapter 3
I can use context clues to determine the meaning of words in Chapter 3 of Dragon of the Red Dawn.

Agenda
Teaching Notes
1. Opening
This lesson includes a structure of partner reading. Students sit side-by-side with a partner, and each
reads the text silently and independently. Students then discuss what they read with their partners.
They do not read the text aloud to each other; rather, they have someone next to them to support their
reading. Partner students strategically; pair students with similar reading skills who can work well
together. This allows you to support the struggling reader partnerships during independent reading
time. It also allows students who read at about the same pace to discuss the text at similar points in the
story. Plan these partnerships ahead of time. For this partner reading experiences, you may need to
have different groupings from those established at the outset of the module.
A. Engaging the Reader: Reading Chapter Books (4

minutes)
B. Unpacking Learning Targets and Reviewing
Capturing Key Details Recording Form (6 minutes)
2. Work Time
A. Capturing the Key Details of Chapter 3 (30 minutes)
B. Working with Context Clues: Chapter 3 Words (15
minutes)
In advance: Prepare Things Readers Do When Reading Chapter Books anchor chart.

A. Exit Ticket: Working with Context Clues (5 minutes)
4. Homework
A. Read Chapter 4 and complete the Capturing Key
Details recording form.
B. Complete context clues work for the word
pedestrians.

Lesson Vocabulary
Materials
context clues; seek (25), foreigners

(25), harmony (25), pedestrians (33),
briskly (26), moat (27)
Things Readers Do When Reading Chapter Books anchor chart (new; co-created with students during Opening A)
Capturing Key Details anchor chart: Dragon of the Red Dawn Chapter 2 (from Lesson 4)
Dragon of the Red Dawn (book; one per student and one for teacher use)
Document camera
Working with Context Clues recording form: Dragon of the Red Dawn Chapter 3 (one per student)
Exit Ticket: Working with Context Clues (one per student)
Opening
A. Engaging the Reader: Reading Chapter Books (4 minutes)

Give students specific positive feedback on their work so far reading two chapters of Dragon of the Red Dawn and learning
how to complete a new recording form.
Ask students to Think-Pair-Share:
* What do thoughtful readers need to do when reading chapter books?

Provide sentence frames to support students conversation: Readers need to _____ when they read chapter books.
Cold-call a few students to share their ideas and track their comments on the Things Readers Do When Reading
Chapter Books anchor chart. Students may mention behaviors such as:
When listening to the chapter book read aloud, think about the gist, or what the chapter is mostly about.
When reading a chapter on your own, think about the main components: the setting (where), character(s) (who), and
important events (what).
When starting a new chapter, you may want to reread the last page of the chapter that came before to refresh your memory.
Remind students that throughout this year, they are building their reading powers; this is one part of that larger goal.

Opening (continued)
B. Unpacking Learning Targets and Reviewing the Capturing Key Details Recording Form (6 minutes)
Read aloud the first and second learning targets.

* I can determine the key details of Chapter 3 by identifying the important parts of the chapter (who/where/what).
* I can identify and record key details in Chapter 3 that connect with the culture of ancient Japan.
Point out that these are very similar to targets from the previous lesson, when students worked with Chapters 2. Ask
students to show their understanding of the target by using a Fist to Five.
Ask students to recall the name of the new recording form they began using yesterday in Chapter 2. After the recording form
has been named, briefly display the Capturing Key Details anchor chart: Dragon of the Red Dawn Chapter 2
(from Lesson 4).
Focus on the third target. Read it aloud with students:

supports all students but especially
Support struggling readers by
having them work with a partner
during independent reading time.
* I can use context clues to determine the meaning of words in Chapter 3 of Dragon of the Red Dawn.
Point out that students are going to be practicing a strategy that readers use to help figure out new or unknown words. We
will be focusing on context clues. Ask for a volunteer to share what they know about context clues. Clarify for students that
context clues are the words or phrases around an unknown or new word that help us figure out what it means. Students will
be going through a process to practice using context clues to figure out unknown words.
Briefly review the meaning of the word culture with students, as well as the evidence students are looking for:
* Culture is a groups way of life or how they do things.

* Culture can be evidenced through a countrys customs or traditions.
Again display the Capturing Key Details anchor chart: Dragon of the Red Dawn Chapter 2 (from Lesson 4). Focus on Part 2
of the recording form. Remind students that this part of the recording form is a way for them to keep track of discoveries
related to ancient Japans culture.
Ask students what was revealed in Chapter 2 about ancient Japans culture. Listen for answers like:
kimonos
straw sandals
shogun as military ruler
samurai warriors as guards

Work Time

Have students take out their Dragon of the Red Dawn books and direct them to turn to Chapter 3 (page 22).
Begin to read Chapter 3 aloud, fluently, with expression, and without interruption.
Using a document camera, project a blank Capturing Key Details recording form: Dragon of the Red Dawn
Chapter 3 and distribute one to each student. Reorient students to the structure of this recording form by asking:
* Look at the first part of the recording form. What do you have to do? Why?
* Look at the second part of the recording form. What information will you record here?
Tell students they will be using this recording form again but with Chapter 3.
Tell them next they will be reading Chapter 3 again with a partner. For some students, this may be a different partner than
for the other work done so far in this module. Direct partnerships to spread out around the classroom and sit side-by-side or
back-to-back. Explain that each student will read the text silently and independently, but may ask their partner for help if
needed. They do not read the text aloud to each other. By sitting side-by-side or back-to-back, they have someone near them
to support their reading if needed. Tell students that after they read, they will work with their partners on completing the
Capturing Key Details recording form.
When both partners have finished reading, they should work together to complete the Capturing Key Details recording form:
Dragon of the Red Dawn Chapter 3.
Note: Keep a solid student sample of the Capturing Key Details recording form: Dragon of the Red Dawn Chapter 3 (or a
copy) for use in Lesson 7.

B. Working with Context Clues: Chapter 3 Words (15 minutes)

Gather students whole group. Say: As you know, it is important for readers to build their word power. Part of this is
building a strong vocabulary to use when you speak and write. But word power also means knowing how to figure out what
words mean as you read. In Lesson 3, you used a glossary and dictionary to find out what some words meant. But since you
dont always have those around, you will need to have other strategies as a reader. One thing you can do is determine the
meaning of unknown words by looking at clues in the text surrounding the unknown word. You did this in Module 1, starting
with the very first story, Rain School.

struggling students to support their
work with determining the meaning
of words using the context. Some
independent work.
Distribute the Working with Context Clues recording form: Dragon of the Red Dawn Chapter 3 and post a copy
on the document camera. Remind students that they learned in Module 1 that one way to figure out the meaning of a word is
to look at other words in the sentence and think about clues the sentence gives you, and then try to replace the word with a
word you know. Briefly review the sequence of steps shown at the top of the recording form.
Tell students: Lets practice this with a couple example words from Chapter 3. Even if you know these words, it is important
to work through these examples with the class.
Direct students to look at Example 1. Read the sentence aloud: I believe that is something we all seek. Have students turn
to the page indicated on their recording form and locate the actual sentence in the text of Dragon of the Red Dawn.
Ask students to Think-Pair-Share what the word seek means and cold call a few students to share their thinking but do not
confirm anything.
Briefly model the steps by thinking aloud and recording for students to view: When I read this sentence and look at the
other words in the sentence, it makes me think that seek is something you do. It seems like a verb. And in the sentence
before, Annie is talking about searching for a secret of happiness. I think it could mean look or search, or it might mean
need. I am going to try replacing the word with these three words and see if any of them seems like a good fit and makes
sense in the story.
Repeat with Examples 2 and 3, gradually encouraging students to take more responsibility for the process until you are only
providing occasional prompts and recording the collective thinking. (As you can see on the recording form, students do not
record anything at this point.)
Ask students to take 5 minutes with their reading partner to work on the terms briskly and moat on the back of their
recording form.

After 5 minutes, bring students back together and ask for volunteers to share whole class to check understanding for all.
Listen for definitions such as:
Briskly means quickly, actively, or with great energy.
A moat is a deep, wide trench or ditch, usually filled with water surrounding a place such as a town or castle.
Note: Students will have one additional word to work with independently as an exit ticket during Closing and Assessment.
A. Exit Ticket: Working with Context Clues (5 minutes)

Distribute the Exit Ticket: Working with Context Clues, and if necessary, review each prompt. Give students a few
minutes to complete the exit ticket.
It may be necessary to help some

students complete the exit ticket
given the short time frame provided.
If time permits, ask students to share out one idea from their exit ticket with a partner.
Preview homework. Distribute the Capturing Key Details recording form: Dragon of the Red Dawn Chapter 4.
Homework
Read Chapter 4 of Dragon of the Red Dawn and complete the Capturing Key Details recording form (Chapter 4)
Consider ways to allow students to

listen to Dragon of the Red Dawn at
home (on audiobooks or read aloud
by a caregiver) as students read
along silently.
Complete Working with Context Clues: Dragon of the Red Dawn Chapter 3, Part 2.


Name:
Date:
place?



What evidence did you find of customs or traditions in ancient Japan?
Page in text
Working with Context Clues Recording Form:

Name:
Date:
Target: I can use context clues to determine the meaning of words in Chapter 3 of Dragon of the Red
Dawn.
How to Work with Context Clues:
Read the sentence a few times, focusing on the unknown word.
Look at the other words in the sentence and think about what clues the sentence gives you.
Try to replace the unknown word with a word you know.
Part 1: Classwork
1. seek. Turn to page 25. Find and read the sentence:
I believe that is something we all seek.
Think:
What clues in and around the sentence can help me determine the meaning of this word?
What do I think the word might mean? (Try some replacements.)
2. foreigners. Also on page 25, find and read the sentence:
The shogun does not allow foreigners into our country.
Think:
3. harmony. Also on page 25, find and read the sentence:
You must remember, seek harmony with your surroundings, said the man.
Think:
10

4. briskly (page 26)
He started walking briskly through the garden.
What clues in and around the
sentence can help me
determine the meaning of this
word?
What do I think the word might

mean? (Try some
replacements.)
What does this word

mean?
5. moat (page 27)

They walked over a wide stone bridge that crossed a moat.
word?

mean? (Try some
replacements.)
What does this word

mean?
11

Part 2: Homework
pedestrians (page 33)
Soon they came to a busy road crowded with pedestrians and travelers on horseback.
word?

mean? (Try some
replacements.)
What does this word

mean?
12
Exit Ticket:
Name:
Date:
Target: I can use context clues to determine the meaning of words in Dragon of the Red Dawn.
DIRECTIONS: Follow the steps we used in class today for using context clues to determine the
meaning
of an unknown word.
barges (page 31)
Now there were many boats floating on the wide river: big sailboats, barges loaded with lumber,
and ferries filled with passengers holding parasols.
What clues in and around
the sentence can help me
determine the meaning of
this word?
What do I think the word

might mean? (Try some
replacements.)
What does this word mean?
13

place?


In and around Edo, along

the Sumida River, in the
market
Jack, Annie, Basho, the

three samurai
Basho saves Jack and Annie

from the samurai by
pretending they are his
students. Jack and Annie
are invited to travel with
Basho into Edo to seek a
secret of happiness. They
see many sights: the river,
the outdoor market, Mt.
Fuji in the distance, and the
Great Bridge.

Page in text
bowing to say sorry
p. 23
calling teachers Most Honored
p. 24 and 26
having passports in Edo to prove you lived there
p. 25
naming houses after how many mats a floor can hold, like Thousand
Mat Hall
p. 31
carrying fish baskets on your head in the market
p. 32
14

Dawn.
Part 1: Classwork
1. seek. Turn to page 25. Find and read the sentence:
I believe that is something we all seek.
Think:
2. foreigners. Also on page 25, find and read the sentence:
The shogun does not allow foreigners into our country.
Think:
3. harmony. Also on page 25, find and read the sentence:
You must remember, seek harmony with your surroundings, said the man.
Think:
15

4. briskly (page 26)
He started walking briskly through the garden.
word?

mean? (Try some
replacements.)
What does this word

mean?
started walking
Jack and Annie hurried
after him
quickly, fast
It means to walk quickly

through the garden.
5. moat (page 27)

They walked over a wide stone bridge that crossed a moat.
word?

mean? (Try some
replacements.)
What does this word

mean?
bridge crossed a moat

on a river
river
creek
water
It means a stream of water

that bridges go over.
16

Part 2: Homework
pedestrians (page 33)
Soon they came to a busy road crowded with pedestrians and travelers on horseback.
word?

mean? (Try some
replacements.)
What does this word

mean?
busy road crowded

travelers on horseback
people
workers
walkers
People who are in the

street.
17

Name:
Date:
place?



Page in text
18

place?


In the city past a theater

In a teahouse
Jack, Annie, Basho
They see many sights

include women dancing
with painted faces and a
puppet theater.
They drink tea and eat
sushi in a teahouse. They
eat with chopsticks.
When they leave they see
a sumo wrestling match.

Page in text
women dancing with painted faces and wearing shiny kimonos
p. 36
a puppet show of the legend Cloud Dragon
p. 37
drinking tea in a teahouse
p. 38
taking shoes off at the door before going inside
p. 38
eating sushi with chopsticks
p. 39
a sumo wrestling match
p.4446
19
Module 2B: Unit 1: Lesson 6

Capturing the Key Details of a Chapter and
Launching the Performance Task: Dragon of the
Red Dawn Chapter 5

Capturing the Key Details of a Chapter
and Launching the Performance Task:

Ongoing Assessment
I can determine the key details of Chapter 5 in Dragon of the Red Dawn by identifying the important
Capturing Key Details recording form (for Chapter 4;

from homework)
I can identify and record key details in Chapter 5 that connect with ancient Japans culture.
Working with Context Clues recording form: Dragon of

I can use context clues to determine the meaning of words in Chapter 5 of Dragon of the Red Dawn.
I can answer questions about Chapter 5 of Dragon of the Red Dawn using details from the text.

Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc.
Questions from the Text: Dragon of the Red Dawn

Chapter 5

Agenda
Teaching Notes
1. Opening
Many lessons in this unit use the same two recording forms: Capturing Key Details (first distributed in
Lesson 4) and Working with Context Clues (first distributed in Lesson 5). Reinforce this pattern with
students.
A. Engaging the Reader: Concentric Circles to Share

Lesson 5 Homework (8 minutes)
2. Work Time
B. Working with Context Clues: Chapter 5 Words (10
minutes)
C. Answering Text-Dependent Questions (10 minutes)
A. Revisiting Guiding Questions and Launching the
Performance Task (5 minutes)
Students share their Capturing Key Details recording form (Chapter 4), which they completed for
homework. Keep solid samples of students completed recording forms for Chapters 35 (or copies), to
use as models in Lesson 7.
This lesson again uses a partner reading structure. Keep students with their same partner from Lesson
5.
In the Closing of this lesson, students are introduced to the performance task. To prepare for this,
review the stand-alone teacher-facing document Performance Task. Consider how to frame the purpose
of this task in a way that will really resonate with your students, including ways to build on strong
observations they have made in Lessons 4 and 5 about how Mary Pope Osborne wove factual
information into her fictional stories.
A. Finish Working with Context Clues: Dragon of the

Red Dawn Chapter 5, Part 2.
Consider teaching new protocols and techniques outside of the lesson time so that valuable lesson time
is not lost. It is recommended and encouraged that you use the module protocols, routines, and
techniques in other parts of the curriculum. The more versed the students are with these, the better, so
lessons will not be slowed down by the process of teaching and learning new routines and protocols.
B. Complete Questions from the Text: Dragon of the

Red Dawn Chapter 5.
In advance: Review Concentric Circles protocol and Glass, Bugs, Mud in Checking for Understanding
Techniques (see Appendix).
4. Homework


Lesson Vocabulary
Materials
historical fiction, concentric;

frantically, peddlers, wares, clearing,
research
Dragon of the Red Dawn (book; one per student)

Document camera
Working with Context Clues recording form: Dragon of the Red Dawn Chapter 4 (from Lesson 5; one to display)
Working with Context Clues recording form: Dragon of the Red Dawn Chapter 5 (one per student)
Questions from the Text: Dragon of the Red Dawn Chapter 5 (one per student)
Questions from the Text: Dragon of the Red Dawn Chapter 5 (answers, for teacher reference)
Sticky notes (one pack per student)
Guiding Questions anchor chart (from Lesson 1)
Performance Task Prompt (one to display)


Opening
A. Engaging the Reader: Concentric Circles to Share Lesson 5 Homework (8 minutes)

Invite students to gather whole group and bring their homework from Lesson 5: Capturing Key Details recording form:
Dragon of the Red Dawn Chapter 4.
Protocols like Concentric Circles

allow students an opportunity to be
accountable for work they have
done as well as a way to share it
with their peers in an engaging way.
Some students may need support
with expressing themselves either
accurately or clearly.
Tell students that they will use Concentric Circles protocol to review their homework. Tell students: Concentric circles are
circles inside of circles.
Review directions:
1.
Ask half the students to form an inner circle, facing out; ask the other half to form an outer circle, facing in.
2.
All students should be facing a partner. If numbers are uneven, make a triad.
3.
When directed, students will move two places to the left.
Prompt students with: Your homework was to read Chapter 4 of Dragon of the Red Dawn and complete the Capturing Key
Details recording form for the chapter. You will be sharing one aspect of your homework each time you face a new partner.
When I say the word share, you will share something specific with your talking partner, the person youre facing at that
moment.
Consider a contingency for students

who do not complete the homework
for reasons having to do with ability
or lack of home support.
Ask students if theyre ready. When they are, prompt students by saying: With your first talking partner, share your notes
from Part 1 of the recording form: the where/who/what of the chapter. Ready? Share.
After 1 minute, say: Stop. Wait a few seconds and say: Move two places to your left. When students are in their new place
say: With your second talking partner, share one thing from Part 2 of your recording form: the evidence of customs or
traditions in the chapter. Ready? Share.
After 1 minute, say: Stop. Wait a few seconds and say, Move two places to your left. When students are in their new place
say: With your third and final talking partner, share one additional thing from Part 2. Ready? Share.
After 1 minute, say: Stop. Congratulate students on their work with a new protocol and have them place their homework in
a place that fits your classroom routine. If this is not the first time using the Concentric Circles protocol, you will be able to
adjust the pacing since students will not need to be instructed on the steps of the protocol.
Display the learning targets for todays lesson. Since the learning targets for this lesson are almost identical to those of
Lesson 5, students should be feeling very comfortable with and clear about the learning targets.


Opening (continued)
Consider using visual pictures of

clear glass, bugs on a windshield,
and mud on a windshield to support
ELLs.
Introduce a new check for understanding technique called Glass, Bugs, Mud. Say to students: Have you ever been in or seen
a car or bus when the windshield was covered with bug splatter and it was hard to see through it? After allowing students a
couple of moments to confirm this, say: And sometimes the windshield is so dirty, perhaps splattered with mud and dirt
from the other cars tires, that you cant see at all? After allowing students a couple of moments to confirm this, explain that
today to show their understanding of the learning targets, they will say either:
Glass: meaning like completely clean glass, the learning target is totally clear to you; you fully understand it
Bugs: meaning the windshield is only partly clean, so the learning target is somewhat clear to you but you are fuzzy or
only understand it partially
Mud: meaning like a windshield is very dirty, so the learning target is not clear to you; you do not understand it or you do
not feel comfortable with it
Read each target one at a time and poll students by asking them to indicate whether they are Glass, Bugs, or Mud.


Work Time

Have students take out their Dragon of the Red Dawn books and invite them to turn to Chapter 5 (page 48).
Tell students that with Chapter 5, they will be reading on their own but they will be sitting with the same partner with whom
they worked in the previous lesson. Remind them that each student will read the text silently and independently. They do
not read the text aloud to each other. By sitting side-by-side or back-to-back, they have someone near them to support their
reading if needed.
Distribute the Capturing Key Details recording form: Dragon of the Red Dawn Chapter 5. Tell students that they
will work on this form on their own after they finish their partner reading.
Encourage pairs to spread out around the classroom and sit side-by-side or back-to-back with their partners.
Circulate to listen in and support students as they read. Encourage them to support each other as needed.
During Work Time A, you may want

to pull a small group of students to
support in finding details from the
text. Some students will need more
guided practice before they are
ready for independent work.
As students complete their reading, invite them to begin working on the recording form.
Students will finish their recording forms at different paces. Invite students who are done to come to a designated area of the
room, find a new partner, and go off to share their thinking and writing with each other.
Since students will have to read somewhere within the classroom, support this transition in such a way that valuable lesson
time is not lost. It may be necessary to direct each partnership to a specific place and it would help if they went to the same
places as they did Lesson 5.
Note: Keep a solid student sample of the Capturing Key Details recording form: Dragon of the Red Dawn Chapter 5 (or a
copy) for use in Lesson 7.


B. Working with Context Clues: Chapter 5 Words (10 minutes)
During Work Time B, you may want

support their work with
determining the meaning of the
words using the context. Some
independent work.
Gather students whole group. Say: Yesterday you did some great work using context clues to determine the meaning of a
word. Its important for you as a reader to have strategies to help you when come across a word that confuses you. Using
context clues is a very effective strategy.
Using a document camera, project the Working with Context Clues recording form: Dragon of the Red Dawn
Chapter 4 (from Lesson 5). Say: Remember that you can figure out the meaning of a word by looking at other words in the
sentence and thinking about clues the sentence gives you, and then trying to replace the word with a word you know.
Briefly, review the sequence of steps shown at the top of the recording form.
Tell students: Lets practice this with an example word from Chapter 4 that you read for homework yesterday. Even if you
know this word, you still need to work through this example with the class.
Write this sentence from Chapter 4, page 46 of Dragon of the Red Dawn for students to view: A waiter with a kerchief
around his head hurried to the table. Read the sentence aloud. Encourage students to turn to page 46 in their books and
locate the actual sentence in the text.
Ask students to Think-Pair-Share what the word kerchief means and remind them to use the steps:
Students who did not finish

answering the text-dependent
questions are likely ELLs or
struggling readers or writers.
Consider finding another time to
work with these students and assist
them.
1. Read the sentence a few times, focusing on the unknown word.

2. Look at the other words in the sentence and think about what clues the sentence gives you.
3. Try to replace the unknown word with a word you know.
After 12 minutes, cold call a few students to share their thinking.
Distribute the Working with Context Clues recording form: Dragon of the Red Dawn Chapter 5. Ask students to
take 5 minutes with their reading partner to work on the terms frantically and peddlers on their recording forms.
After 5 minutes, bring students back together and ask for volunteers to share whole class in order to check understanding for
all. Listen for definitions such as:
Frantically means with great excitement; desperately.

Peddlers are people who sell things along the street.
Remind students that they will complete Part 2 of this Working with Context Clues recording form for homework.



Reorient students to the learning target:
During Work Time C, you may want

support their work with answering
text-dependent questions. Some
independent work.
* I can answer questions about Chapter 5 of Dragon of the Red Dawn using details from the text.
At this point in the year, students should be quite familiar with targets related to asking and answering questions based on
evidence from the text. Distribute Questions from the Text: Dragon of the Red Dawn Chapter 5. Tell students they
will be rereading portions of the text. Suggest that they read the questions over first and then look back through the chapter
to see if they can locate the places within the chapter where there is evidence. When they find evidence, they can mark the
place with a sticky note and write the question number on the sticky note.
Practice these steps with students using the following text-dependent question: How do the samurai feel about Basho?
Read the question aloud.
Direct students to read page 48. Ask for a student to state the answer: The samurai respect Basho.
Direct students to show whether they agree or disagree by using thumbs-up or thumbs-down.
Encourage students to find evidence on page 48 that supports the statement that the samurai respect Basho and write the
evidence on a sticky note. Examples of evidence include: The samurai bow to Basho as soon as they see him. or They
greet him politely and call him by a respectful title, Good afternoon, Master.
Give students time to write their answers to the questions from the text independently. Circulate and support students in
finding evidence and, if necessary, with writing their answers using a full sentence. If needed, remind students how to write
answers using a full sentence. (The first half of the sentence is pulled directly from the question. The second half of the
sentence is the evidence found in the text.)
After 10 minutes, stop students in their work. They will have to finish their answers for homework or at another point in the
school day.


A. Revisiting Guiding Questions and Launching the Performance Task (5 minutes)

Focus students on the Guiding Questions anchor chart. Remind them that in Lesson 1 they were introduced to three
guiding questions:

Explain that when you guide someone or something, you help them reach a destination. These guiding questions are meant
to lead students on a journey to a destination.
Explain to students that for Mary Pope Osborne to write a story like Dragon of the Red Dawn, she had to conduct research.
Thats the only way to guarantee that the information she presents as part of the story is accurate and true. Remind students
that this chapter book is historical fiction. It has fictional characters and plots in a real-life setting from the past. Say
something like: Dont you think Mary Pope Osborne wanted us to feel like we were there in ancient Japan with Jack and
Annie? Well, to do that she had to include accurate details about what life was like in that time period long ago. She had to
research before she could write.
Focus students on the third guiding question: How can authors share knowledge on a topic gained through research?
* How does Mary Pope Osborne do this in Dragon of the Red Dawn?
Push students thinking. Listen for responses like:
She makes sure Jack and Annie have a research book (really a reference book) on the country and time period.
She builds the story around the facts and details from her research.
Remind students about the Accessing Books around the World bookmarks they created in Module 1. Tell them that just as
they did in Module 1, they will be working hard throughout the next several weeks and will conclude their work with the
creation of a special product.
Share with students that author Mary Pope Osborne always sends Jack and Annie back in time to places and countries that
existed long ago, which means that these stories are always set in the past. To write these stories, Mary Pope Osborne has to
conduct research about the places Jack and Annie visit.


Display the Performance Task Prompt.

Frame this task for students. Say something like: Magic Tree House books are really powerful historical fiction. But some
readers like to read fiction about modern times, about places and things that are happening today. Later in this module, you
will work in small groups to research a country and its culture. You will read informational texts, take notes, and have
discussions with your research group. After you conduct your research and learn about the countrys culture through
customs and traditions, you will write a letter to Mary Pope Osborne! The purpose of your letter will be to get Mary Pope
Osborne to consider sending Jack and Annie to a country in the present day. Your letter will need to be full of facts and
details and will need to give information specifically about a custom or tradition that Mary could use in her story.
Homework
Finish Working with Context Clues: Dragon of the Red Dawn Chapter 5, Part 2.
Students who cannot yet read

independently will benefit from
hearing books read to them, either
by a caregiver or through audio
recordings.
Complete Questions from the Text: Dragon of the Red Dawn Chapter 5 if you did not do so during class.



Name:
Date:
Text Title and Chapters:
place?




Page in text

Text Title and Chapters: Dragon of the Red Dawn, Chapter 5
place?

In the streets of Edo, and a Jack, Annie, Basho,

clearing along the banks
samurai
of a river

More samurai confront
Jack and Annie and again
Basho saves them by saying
theyre his students. Jack is
asked to recite poetry for
the samurai. Later, they
walk through the market
and across a bridge to a
clearing to Bashos home.

Page in text
bowing when you greet someone
p. 48
reciting poetry
p. 49
watching a sumo wrestling match
p. 52
people selling items by carrying them on long poles and shouting what
they have
p. 5253


Name:
Date:
1. How does Jack feel about having to recite poetry for the samurai? Use details from the text to
support your answer.
2. As Jack, Annie, and Basho traveled to Bashos home, what were some of the sights they saw?


3. Reread this excerpt from the story:
No thank you, said Jack. He loved books, but he kept going. He was afraid the
samurai might show up again at any moment.
A boy carried birdcages and shouted, Birds! Birds!
Suddenly Jack felt a hand on his shoulder. He nearly had a heart attack! But it was
just Basho.
Why did Jack react this way when Basho touched his shoulder? Use details from the text to


1. How does Jack feel about having to recite poetry for the samurai? Use details from the text to
Jack feels nervous and anxious at the thought of reciting poetry for the samurai.
In the text it says, What talent? Jack wondered frantically. If Jack was frantic, it
means he was upset and worried. In the text it also said that Jack spoke in a
squeaky voice, which is evidence that he was nervous or anxious.
2. As Jack, Annie, and Basho traveled to Bashos home, what were some of the sights they saw?
As Jack, Annie, and Basho traveled to Bashos home, they saw many sights like
peddlers selling things like shoes, pastries, and books at the market. They also
saw a bridge over a canal, a temple, bamboo houses, and a river.
3. Reread this excerpt from the story:
No thank you, said Jack. He loved books, but he kept going. He was afraid the
samurai might show up again at any moment.
A boy carried birdcages and shouted, Birds! Birds!
Suddenly Jack felt a hand on his shoulder. He nearly had a heart attack! But it
was just Basho.
Why did Jack react this way when Basho touched his shoulder? Use details from the text to
When Basho touches Jack on his shoulder, Jack thinks it is the samurai who have
returned. In the text it says, He was afraid the samurai might show up again.
There are so many people in the market and Jack is afraid that among them are
the samurai who check people for passports. Jack and Annie dont have passports
so if they get caught, they will be in trouble.


Name:
Date:
Dawn.
Part 1: Classwork
1. frantically (page 49)
What talent? Jack wondered frantically.
word?

mean? (Try some
replacements.)

What does this word

mean?

2. peddlers (page 52)
Peddlers carried long poles over their shoulders with baskets swinging on the ends.
word?

mean? (Try some
replacements.)

What does this word

mean?

Part 2: Homework
wares (page 53)
They shouted about their wares: Shoes and socks! Cakes and pastries! Rope and twine!
word?

mean? (Try some
replacements.)
What does this word

mean?
clearing (page 54)

Through the deepening shadows of twilight, Basho led them to a clearing not far from the river.
word?

mean? (Try some
replacements.)
What does this word

mean?


Answers, for Teacher Reference
Dawn.
Part 1: Classwork
1. frantically (page 49)
What talent? Jack wondered frantically.
word?

mean? (Try some
replacements.)
What does this word

mean?
Jack is nervous around the

samurai. When the
samurai ask him to share
his talent, you can tell Jack
is panicked because the
font changes to show me
what Jack is thinking. The
word has an ly ending so it
is an adverb.
Frantic means kind of

crazy or out of control. I
think it might mean
panicked.
It means in an out of
controlled way.


2. peddlers (page 52)
Peddlers carried long poles over their shoulders with baskets swinging on the ends.
word?

mean? (Try some
replacements.)
What does this word

mean?
Peddlers are people

because it says in the text
that theyre carrying long
poles that have baskets on
them. Jack and Annie are
walking in an area where
people are selling things.
sellers, merchants
Someone who sells

something


Part 2: Homework
wares (page 53)
They shouted about their wares: Shoes and socks! Cakes and pastries! Rope and twine!
word?

mean? (Try some
replacements.)
What does this word

mean?
On page 53, it says the

peddlers shout about their
wares. Shoes and socks!
Cakes and pastries!
Rope and twine!
objects, items, things
things to be sold
clearing (page 54)

Through the deepening shadows of twilight, Basho led them to a clearing not far from the river.
word?

mean? (Try some
replacements.)
What does this word

mean?
Jack and Annie are going to

Bashos home and Basho is
leading the way through
the woods and along the
river. The text says they
come to the clearing and it
says in the center is a pond
and a hut.
I think clearing means like

an open spot because when
you clear something off,
you move things out of the
way. Basho would need a
place to put his home.
An open area of land with

no trees

Performance Task Prompt

Author Mary Pope Osborne has announced she will write a new Magic Tree House book! Instead of
traveling to a place in the past, however, Ms. Osborne has decided that Jack and Annie will return in
the present to a country theyve already visited. Before she begins writing, Ms. Osborne wants to
research this countrys customs and traditions. She wants to know what customs and traditions from
the past still exist today, and how they can influence her storys plot.
You have been invited to conduct this research for her! After conducting research with your small
group about your assigned country, you will individually write a letter to the author of the Magic Tree
House series to inform her about customs and traditions that existed in the past and are still used
today. This will help her know what she should include in her story and why. Include information
about at least one custom and one tradition that you researched in your Magic Tree House book that
was also included in your Exploring Countries text. Use accurate facts, definitions, and details from
your research to explain how these aspects of culture are important to the country. At the end of your
letter, provide a brief description of how Mary Pope Osborne might use the information you found in
a new book on this country.


Mid-Unit Assessment: Reading to Capture Key
Details: Dragon of the Red Dawn (pages 5561)

Mid-Unit Assessment:
Reading to Capture Key Details:
Dragon of the Red Dawn (pages 5561)

I can answer questions using specific details from literary text (RL.3.1)
Ongoing Assessment
I can determine the key details of pages 5561 by identifying the important parts of the chapter
(who/where/what).
Context Clues: Dragon of the Red Dawn Chapter 5, Part

2 (from homework)
I can identify and record key details from pages 5561 that connect with the culture of ancient Japan.
Questions from the Text: Dragon of the Red Dawn

Chapter 5 (from homework)
I can use context clues to determine the meaning of words from pages 5561 of Dragon of the Red
Dawn.
I can answer questions about pages 5561 of Dragon of the Red Dawn using details from the text.

Tracking My Progress: Mid-Unit 1 recording form

Agenda
Teaching Notes
1. Opening
In this lesson, students independently apply the reading skills they have been building in Lessons 26.
A. Engaging the Reader: Learning about Culture

through Literary Text (10 minutes)
Note: In Lessons 5 and 6, you were encouraged to keep solid student samples of the Capturing Key
Details recording forms to use in this lesson. If necessary, cover the students names.
B. Preparing for the Mid-Unit 1 Assessment (5 minutes)
Students may finish the reading of pages 5561 of Dragon of the Red Dawn at different paces. Be sure
to have an activity prepared for students who finish early.
2. Work Time
A. Mid-Unit 1 Assessment (30 minutes)
B. Tracking My Progress (5 minutes)
A. Read-aloud: Chapter 6 (3 minutes)
B. Anchor Chart: How Do Authors of Literary Text
Reveal Information about a Topic? (7 minutes)
4. Homework
A. Tell someone at home what you learned about
culture from Dragon of the Red Dawn Chapter 6.
After this lesson, students move on to using informational text to learn about the culture of Japan. They
will finish reading Dragon of the Red Dawn as part of a structured homework routine. For the
remainder of the unit, students will read, complete a recording form, and share what they learned in the
beginning of the following lesson. Students will revisit Dragon of the Red Dawn near the end of the unit
to make connections of literary text to informational text.
Students formally self-assess where they are with the key learning targets up to this point in the unit.
After the mid-unit assessment, they complete the Tracking My Progress: Mid-Unit 1 recording form.
Remind students that they have been doing this sort of self-assessment orally during lesson debriefs; in
this lesson, they will do it in writing.
Review students assessments to gauge their comprehension, and also their ability to recognize customs
and traditions. Analyzing the mid-unit assessment and the Tracking My Progress: Mid-Unit 1 recording
form will help you identify students needing more support. Determine if the challenge lies with the
students ability to recognize the information as pertinent or whether it is an issue with note-taking.
Prepare to give these students extra support and additional opportunities to do this kind of work using
other similar materials.
Use the short response rubric to score students short answer responses on the assessment.


Lesson Vocabulary
Materials
literary
Document camera
Capturing Key Details anchor chart (from Lesson 4)
Sample student work: Capturing Key Details recording forms for Chapters 35 (collected in Lessons 5 and 6)
Mid-Unit 1 Assessment: Reading to Capture Key Details: Dragon of the Red Dawn (pages 5561) (one per student)
Mid-Unit 1 Assessment: Reading to Capture Key Details: Dragon of the Red Dawn (pages 5561) (answers, for teacher
reference)
Tracking My Progress: Mid-Unit 1 recording form (one per student)
How Mary Pope Osborne Teaches Us about Culture anchor chart (new; teacher-created; see Closing and Assessment B)
2-point Rubric: Writing from Sources/Short Response (for teacher reference)


Opening
A. Engaging the Reader: Learning about Culture through Literary Text (10 minutes)
Note: In Lessons 5 and 6, you were encouraged to keep solid student samples of the Capturing Key Details recording forms to
use in this lesson. If necessary, cover the students names.
Using a document camera, display the Capturing Key Details anchor chart (from Lesson 4), and sample student
work: Capturing Key Details recording forms for Chapters 35 (collected in Lessons 5 and 6).
Remind students that they have used these recording forms a few times now. Ask students to Think-Pair-Share:
What does the information on these recording forms tell you?

Listen for students to comment that if they had not read the chapters, they would know something about the chapter based
on the recording form. Guide students toward this as needed.
Remind students that we are discovering some pieces of the culture of ancient Japan by looking for evidence of customs and
traditions.
B. Preparing for the Mid-Unit 1 Assessment (5 minutes)
Direct students to take a few silent moments to carefully reflect on all the work theyve done in the last three lessons as
theyve read chapters of Dragon of the Red Dawn. Tell them that at this point its time to check on how theyre doing with
the things weve been working on in Unit 1. Explain that in doing this work, they will also learn more about the culture of
ancient Japan. Use the analogy of a jigsaw puzzle: the things written on their recording forms are like the pieces of the
puzzle. As more and more pieces are added to the puzzle, the picture becomes clearer and more complete. As they read
more, their picture of ancient Japans culture will become clearer and more complete.
Tell students they will now read part of Chapter 6 on their own as their Mid-Unit 1 Assessment. Tell students that there are
no surprises on this assessment; its just what they have been practicing for the past few days in class.
Examine the learning targets with students. Address any clarifying questions.


Work Time
A. Mid-Unit 1 Assessment (30 minutes)

Be sure students have their text, Dragon of the Red Dawn. Tell students that for the Mid-Unit 1 Assessment, they will
only read part of a chapter: from the beginning (page 55) up to and including page 61. Remind students that they can read
that portion of the text multiple times.
Consider various accommodations

for students who qualify.
Distribute the Mid-Unit 1 Assessment: Reading to Capture Key Details: Dragon of the Red Dawn (pages 55
61). Review the directions with students. Answer any clarifying questions.
Give students 30 minutes to complete the assessment. Circulate to observe.
For students who struggle with

decoding, fluency, or
comprehension of the text, consider
reading the text and questions
aloud.
For students who struggle with
responding in writing, consider
using assistive technology.
Collect students assessments.
Students may also be

accommodated with additional time
to complete the assessment.
Students who struggle to recognize
evidence of culture within the pages
used for the mid-unit assessment
will need extra support and
additional opportunities to do this
kind of work using other similar
materials.
Distribute the Tracking My Progress: Mid-Unit 1 recording form. Explain that this is a chance for students to think
about how well they are doing meeting the main targets they have been working on.
Briefly examine the Tracking My Progress: Mid-Unit 1 recording form with students to provide clarification as necessary.
Invite students to independently complete their Tracking My Progress: Mid-Unit 1 recording form.


A. Read-aloud: Chapter 6 (3 minutes)

Gather students whole group in a circle. Give them specific positive feedback for their focus during the Mid-Unit 1
Assessment.
Have students follow along in their books while you read aloud the remainder of Chapter 6 (since students only read pages
5561 during Work Time).
B. Anchor Chart: How Do Authors of Literary Text Reveal Information about a Topic? (7 minutes)
Refer back to the Guiding Questions anchor chart. Either post the guiding questions or read them aloud to students.
Ask students to Think-Pair-Share: What have you learned from your work so far? Students may approach this question
differently. They may talk about what its like to read a chapter book or they may talk about things theyve learned about
ancient Japan. They may talk about what they do to figure out the meaning of unknown words or to answer text-dependent
questions.
Remind students that Dragon of the Red Dawn is a literary text. Clarify the meaning of the word literary if needed. Using a
simple Thumb-O-Meter (thumbs-up means yes, thumbs-down means no and thumbs-sideways means unsure), ask students
whether Dragon of the Red Dawn contains any information about the culture of ancient Japan. Students should respond
that yes, the book does contain information about ancient Japan and what life was like for people in Japan long ago. Connect
this to the key concepts related to culture.
Ask students to Think-Pair-Share: How did the author, Mary Pope Osborne, teach us about the culture of ancient Japan?
One answer is through Jacks research book, but Mary Pope Osborne also weaves information about Japans culture into the
characters, setting, and plot of the story. During this discussion, it will be important for you to clarify, extend, and guide
students toward some of these understandings. Chart this thinking on a new How Mary Pope Osborne Teaches Us
about Culture anchor chart. Keep this chart to refer back to in future lessons.
Homework
Tell someone at home what you learned about culture from Dragon of the Red Dawn Chapter 6.


Mid-Unit 1 Assessment:
Name:
Date:
Directions:
1. Read pages 5561 from Chapter 6: The Banana Tree in Dragon of the Red Dawn.
2. Reread the same pages, thinking about the gist and the facts and details related to cultural
heritage.
3. Take notes on the Where/Who/What recording form below, just as we have been doing together in
class.
4. Answer the specific Questions from the Text in Part 2.
Where does this part of the
chapter take place?

characters in this section of the
text?

events in this section of the text?
Learning Target: I can determine the key details of pages 5561 by identifying the important

Part 2: Questions from the Text
1. Describe the inside and outside of Bashos home. Use details from the story to support your answer.
2. What does Jack find puzzling about Bashos house? Use at least two details from the story to
3. On page 55, Basho says that his humble castle is grander than all the castles of the samurai.
What does he mean by this? Use specific details from other parts of the chapter to support your
response.

4. Which of the following sentences from the chapter gives you information about the culture of
ancient Japan?
a) Jack and Annie stared at the large plant with the long, droopy leaves.
b) He pulled three tiny bowls and a small cloth bag from the bamboo chest.
c) I like this house, though, said Annie, Its cozy.
5. A: What does the word scrawny mean as it is used on page 56?
a) large
b) thin
c) bright
d) strong
B: Which of these phrases from the text best helps you understand the meaning of scrawny as it is
used in this scene?
a)
b)
c)
d)
Its nice here

slipped off his sandals
droopy banana tree
beauty of the Imperial Garden
6. When Annie sees Bashos house, she says, I guess this is a three mat house. What does she mean
by this?
a) There are three mats on the floor.
b) Its a very small house.
c) The house is decorated with mats.
d) The house looks like it belongs to a famous person.

Directions:
1. Read pages 5561 from Chapter 6: The Banana Tree in Dragon of the Red Dawn.
2. Reread the same pages, thinking about the gist and the facts and details related to cultural
heritage.
3. Take notes on the Where/Who/What recording form below, just as we have been doing together in
class.
4. Answer the specific Questions from the Text in Part 2.
Where does this part of the
chapter take place?

characters in this section of the
text?

events in this section of the text?
Bashos house, both inside

and outside
Basho, Annie, Jack
Annie and Jack realize

Basho does not live in a
castle. He lives in small,
rundown house.
Basho takes them inside
and makes green tea. Jack
looks up Basho in his book
and they realize Basho is
one of Japans greatest
poets. They ask Basho
about his poems and how
he teaches the samurai.
Learning Target: I can determine the key details of pages 5561 by identifying the important

Part 2: Questions from the Text
1. Describe the inside and outside of Bashos home. Use details from the story to support your answer.
The outside of Bashos home was shabby with a droopy banana tree in the yard.
Inside Bashos home there is only a low wooden table and a bamboo chest. The floor
is made of dirt and is covered by three straw mats. There is also a fireplace and a
small oil lamp.
2. What does Jack find puzzling about Bashos house? Use at least two details from the story to
Jack is surprised that such an important person has such a shabby house. When he
first sees it, he says, This is your castle? He also says that he thought a famous
teacher of the samurai would have a 50 mat house.
3. On page 55, Basho says that his humble castle is grander than all the castles of the samurai. What
does he mean by this? Use specific details from other parts of the chapter to support your response.
Basho means that he doesnt have to live in a castle to be happy. He says a poet
doesnt need a castle, just nature, and his house has a garden and a banana tree and
the sound of the river outside. He has the wind, clouds, flowers, and birds to help
him write his poetry.
4. Which of the following sentences from the chapter gives you information about the culture of
ancient Japan?
a) Jack and Annie stared at the large plant with the long, droopy leaves.
b) He pulled three tiny bowls and a small cloth bag from the bamboo chest.
c) I like this house, though, said Annie, Its cozy.

5. A: What does the word scrawny mean as it is used on page 56?
a) large
b) thin
c) bright
d) strong
B: Which of these phrases from the text best helps you understand the meaning of scrawny as it is
used in this scene?
a) Its nice here
b) slipped off his sandals
c) droopy banana tree
d) beauty of the Imperial Garden
6. When Annie sees Bashos house, she says, I guess this is a three mat house. What does she mean
by this?
a) There are three mats on the floor.
b) Its a very small house.
c) The house is decorated with mats.
d) The house looks like it belongs to a famous person.

Mid-Unit 1
Name:
Date:
Learning Target 1: I can answer questions using specific details from literary text. (RL.3.1)
1. Target 1 in my own words is:
2. How am I doing? Circle one.

I need more help to learn this
I understand some of this
I am on my way!
3. The evidence to support my self-assessment is:

Mid-Unit 1
Learning Target 2: I can retell a chapter in a story using key details from the text. (RL.3.2)

I am on my way!

Mid-Unit 1
Learning Target 3: I can determine the meaning of words using clues from the story. (RL.3.4)

I am on my way!

2-point Rubric: Writing from Sources/Short Response

2-point Response
1-point Response
0-point Response
1From
The features of a 2-point response are:
Valid inferences and/or claims from the text where required by the
prompt
Evidence of analysis of the text where required by the prompt
Relevant facts, definitions, concrete details, and/or other information

from the text to develop response according to the requirements of the
prompt
Sufficient number of facts, definitions, concrete details, and/or other

information from the text as required by the prompt
Complete sentences where errors do not impact readability
A mostly literal recounting of events or details from the text as required

by the prompt
Some relevant facts, definitions, concrete details, and/or other

information from the text to develop response according to the
requirements of the prompt
Incomplete sentences or bullets
A response that does not address any of the requirements of the

prompt or is totally inaccurate
No response (blank answer)
A response that is not written in English
A response that is unintelligible or indecipherable
New York State Department of Education, October 6, 2012.
If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 1.


Close Reading Guide: Using Informational Text
Features and Learning about Japans Culture

Close Reading Guide:
Using Informational Text Features and Learning about Japans Culture

I can use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. (RI.3.5)
I can use information from the words to understand informational text. (RI.3.7)
I can use information from the illustrations (maps, photographs) to understand informational texts (RL.3.7)
Ongoing Assessment
I can use text features to efficiently find information in the text Exploring Countries: Japan.
Text Feature Scavenger Hunt recording form
I can use text features to learn new information about Japan.
I can accurately record information I find about Japan.

Agenda
Teaching Notes
1. Opening
This lesson begins by introducing a routine for independently reading the remaining chapters in
Dragon of the Red Dawn. Students will read a chapter each night and complete the Independent
Reading recording form. The next days lesson will begin by briefly sharing and discussing what was
read the night before. Feel free to move this work to an independent reading time if one is available.
A. Establishing a Homework Routine: Completing

Dragon of the Red Dawn (10 minutes)
B. Engaging the Reader: Book Walk of Exploring
Countries: Japan (5 minutes)
C. Unpacking Learning Targets (5 minutes)
2. Work Time
A. Close Reading Guide: Using Informational Text
Features (20 minutes)
B. Text Feature Scavenger Hunt (14 minutes)
A. Concentric Circles: Sharing from Our Scavenger
Hunt (5 minutes)
B. Target Check (1 minute)
4. Homework
A. Read Dragon of the Red Dawn Chapter 7 and
complete the Independent Reading recording form.
In the second half of Unit 1, students dive into informational text to find information directly related to
Japans culture. The majority of time in the second half of the unit will be spent working with Exploring
Countries: Japan.
This shared research in Unit 1 lays the foundation for students more independent work in Unit 2, when
they will work in small groups to learn more about a new country and its culture, through the use of
both literary and informational texts. Students will be using a new Magic Tree House book and various
informational texts connected with their focus country.
This lesson opens with a Book Walk, similar to that used in Lesson 4 when launching the Magic Tree
House book. A Book Walk is always intended to build interest and excitement, but it should also have a
specific intent. The comments you make and questions you pose can set the stage for the lesson.
During the Book Walk, encourage students to take note of and compare the structure of this text to the
literary text Dragon the Red Dawn.
The informational text used in this lesson has a glossary; encourage students to use it to help clarify
some of the focus words. Throughout the year, continue to reinforce the idea of using the features of
informational texts to learn and navigate information.
Consider creating an Interactive Word Wall so students can refer to these words throughout the unit.
Equity sticks are an easy way to randomly call on students to answer questions or share thinking.
In advance:
Post the Structural Features of Chapter Books (Magic Tree House) anchor chart (from Lesson 4).
Prepare an anchor chart that is an enlarged versions of the student handout Text Feature Scavenger
Hunt recording form.
Review: Concentric Circles protocol (see Appendix).

Lesson Vocabulary
Materials
text features, efficiently, research,

caption, glossary, definition, index,
table of contents
Document camera
Independent Reading recording form: Chapter 7 (one per student)
Exploring Countries: Japan (book; one per student)
Structural Features of a Chapter Book (Magic Tree House) anchor chart (from Lesson 4)
Structural Features of Informational Text anchor chart (new; co-created with students during Opening B)
Mary Pope Osborne quote (from Lesson 4)
Text Feature Scavenger Hunt anchor chart (new; teacher-created; see Teaching Notes)
Text Features Scavenger Hunt recording form (one per student)

Opening
A. Establishing a Homework Routine: Completing Dragon of the Red Dawn (10 minutes)
Consider adding nonlinguistic

symbols to the learning targets to
help students understand them.
Explain that students are going to finish reading Dragon of the Red Dawn independently. They will use their close reading
skills to read one chapter each night for homework and record key details from the text on a recording form. Using a
document camera, show students the Independent Reading recording form: Chapter 7. Explain that each night,
students will complete one sheet for homework. The next day, these sheets will be discussed in class and collected by the
teacher.
Review the directions at the top of the sheet. The chart should look familiar; if needed, briefly review what kind of
information belongs in each of the columns. Read the directions for the word puzzle. Explain that the word puzzle at the
bottom of the sheet provides a clue to a key word or phrase in the chapter. Students should read the clue, look on the page
indicated, and try to find a word or phrase with the right number of letters that matches the clue.
Drawing parallels and using

analogies for students or providing
them with real-life examples is an
effective way to bring unfamiliar
vocabulary in the targets into focus.
Demonstrate by inviting students to open their Dragon of the Red Dawn books to page 55. Tell students that you will
read a clue aloud and then they will try to find the word or phrase that solves the clue. Draw five short lines on the board.
Read the clue: the Japanese word that means banana tree. Invite students to scan the text for the answer. When they
think they have it, students should put a thumb at their heart to show that they are ready.
Have students quickly talk with a neighbor about the answer. Cold call a student to share. The answer is Basho. Model
writing the answer on the lines you drew on the board.
Ask for students to show a Fist to Five to indicate how well they understand the homework task. Clarify as needed.

Opening (continued)
B. Engaging the Reader: Book Walk of Exploring Countries: Japan (5 minutes)

Gather students together and display the cover of Exploring Countries: Japan. Tell students that they will read this
book throughout the remainder of the unit to learn about modern day Japan and its culture.
Tell students that they will spend the next few minutes taking a Book Walk to get an idea of some of the information they
might find within Exploring Countries: Japan. They might choose to look at the pictures or read some of the words.
Remind students that they did something similar when they started reading Dragon of the Red Dawn. Briefly point to the
Structural Features of a Chapter Book (Magic Tree House) anchor chart (from Lesson 4).
Distribute one copy of Exploring: Countries Japan to each student. Invite students to take 3 minutes to flip through the
pages to see what they notice. Remind them that, just like their Book Walk with Dragon of the Red Dawn, they should try to
take note of the books structure. Refer back to the Structural Features of a Chapter Book anchor chart.
Then invite students to Think-Pair-Share one interesting idea they read or photograph they saw in the text.
Cold call a few students to share their responses with the class. Chart these responses on a new Structural Features of an
Informational Text anchor chart. Ask probing questions, encouraging students to notice the books structure.
Provide clarification (as needed) of the purpose or role of these different structural components.
C. Unpacking Learning Targets (5 minutes)
Direct students attention to todays learning targets. Ask:
* Based on the learning targets, what will we be working on today?

Highlight text features in the first target. Ask students to think about what this phrase means and then talk with a partner.
Cold call a few students to share text features they see. Confirm accurate responses and correct any misconceptions. Explain
to students that text features are the parts of a book that stand out from the rest of the text.
Now underline the word efficiently in the first target. Ask students if they know the meaning of this word. Make sure they
understand that it means to be quick but accurate. (Perhaps give some examples students can relate to from their own
experiences as children.)
Help students understand that they will use resources and text features to find information in their new text.
Unpacking learning targets is a

crucial early step in every lesson.
Targets help the students see where
theyre going and what they will be
doing and learning. Its important
that you help your students
understand that in this part of the
lesson, they must work hard to
understand the learning targets.
Make sure they feel comfortable
enough to speak up and ask for
clarification.

Work Time
A. Close Reading Guide: Using Informational Text Features (20 minutes)

Encourage students to think about the word research. Ask:
Consider adding a small image of

the page where each text feature is
located (with an arrow pointing to
the feature) to the Scavenger Hunt
anchor chart and/or recording form
to remind students what each text
feature looks like.
* What does it mean to do research?

Cold call a few students to share their thinking. Then share the Mary Pope Osborne quote (from Lesson 4):
Whenever I start work on a new Magic Tree House book, I begin the great adventure of research. I visit libraries, the
Internet, bookstores, and museums. I talk to people who are knowledgeable about my subject, and if Im able, I visit the
place where the story occurs.
Remind students that good researchers are also good readers. Discuss with students how reading informational text is very
different from reading literary text. As readers of informational text, they need to learn how to navigate the text and learn
how to use the text features. Say: One way we are going to become stronger readers is by learning to read the text features in
informational books. Tell them that they probably already know something about this from previous years in school and
from their work during Module 1.
Show students the glossary and index at the back of the book and briefly explain the function of each. Say to students: We
learned in Module 1 that the glossary is like a mini-dictionary that helps the reader learn the definition, or meaning, of
important words in the text. The index is an alphabetical list of important information in a text with page numbers. Zoom in
on the index and ask students to Think-Pair-Share and name a topic and the page number they see in the index. Provide
guidance as necessary, with examples such as: If I wanted to learn about holidays, I would turn to pages 2425. Using the
index helps me find the information efficiently because I dont have to turn to every page in the book to find what Im
looking for. Invite student questions about the glossary and index, and clarify misunderstandings as necessary.

consider offering a sentence frame
or starter or a cloze sentence to
assist with language production and
provide structure.
ELL language acquisition is
facilitated by interacting with native
speakers of English who provide
models of language.

Tell students that the table of contents is a very important text feature found at the front of some texts. Project the table of
contents on page 3. Say to the class: The table of contents helps the reader identify key topics in the book in the order they
are presented. Help students understand that the sections listed in the table of contents are titled and that they need to
think about what topics are likely to be in each section based on those titles. Ask students to name one topic they might be
able to find in this text based on the sections listed in the table of contents. Support as needed with a statement such as: If I
wanted to find out the animals that live in Japan, I could go to page 10, because that section is titled Wildlife.
Post or project the Text Feature Scavenger Hunt anchor chart (this should look just like students recording form).
Cold call a few students to share whole group what they notice on the anchor chart. Listen for responses such as: captions,
photographs, or bold words, etc. As they name features that appear on the anchor chart, point to them on the anchor
chart and then read the descriptions of those features aloud. This will help students realize that the text features are defined
on the recording form.
Briefly orient students to the format of the anchor chart (and therefore the format of their recording form). Point out that
the text features are listed on the left, and that a brief description of each text feature appears in the box as well.
Project page 13. Point to the Fun Fact caption. Ask students about the information they could learn from this text feature.
Provide a sentence frame such as: When I see the _____, I learn_____. Guide students with an example as needed, such
as: When I look more carefully at this photograph, I realize that the Ainu are dressed in ceremonial costumes. This might be
related to some sort of tradition or celebration.
Ask students to close their books for a few moments. Project page 17 but cover up the caption. Direct students attention to
the photograph. Ask: What do you see in this photograph? Students will likely offer basic information such as The
photograph shows a girl or student in a classroom, Shes wearing a uniform, and Shes writing. Now uncover the
caption. Before talking about the content of the caption, ask: What are the words called that are shown below the
photograph? Cold call a student for the response.
Now read the caption aloud and ask students to listen for important information.
Tell students to look at the photograph again, but this time think about what the caption says. Ask: Does the photograph
mean more to you now that youve read the caption?
Follow up by asking why that is true. Ask: What did you learn from this caption?
Track students ideas on the Text Feature Scavenger Hunt anchor chart in the box to the right of the Caption heading.

Direct students to partner with another student to find another text feature in the book and examine it carefully to learn
something new. After a few minutes, ask a partnership to share the feature they found and what they learned from it. If the
text feature is one listed on the anchor chart, track ideas on the anchor chart to the right of the heading for that text feature.
Close out this part of the lesson by telling students that there are many things to be learned by reading and understanding
the text features in an informational book. It may be necessary to remind students of the definition of text feature: the parts
of a book that stand out from the rest of the text.
Consider writing and breaking down

the directions for the Text Feature
Scavenger Hunt into numbered
elements. ELLs can return to these
guidelines to make sure they are on
track.
Review the three steps to the Text Feature Scavenger Hunt:
Pre-mark a few text features with

sticky notes in the text for students
who might struggle with this task.
1.
Find the text feature.
2.
Use the text feature to read closely and learn something new.
3.
Track the new information you learned on the recording form.
Inform students that they will now be doing this same task on their own on their Text Feature Scavenger Hunt recording form.
ELLs and other students can record

new vocabulary in places such as
their personal dictionaries or
vocabulary logs to reference
throughout the module.
Increase interactions with
vocabulary in context. This
increases the rate of vocabulary
acquisition for ELLs.
B. Text Feature Scavenger Hunt (14 minutes)

Distribute the Text Feature Scavenger Hunt recording form. Tell students that they will now use their Exploring
Countries: Japan texts to find and learn information efficiently using text features. Students should work with a partner.
Give students 14 minutes to work together to complete the Text Feature Scavenger Hunt recording form. Clarify that
students should work together but they will each record their work on their own recording forms. Make sure students know
that they record new information they learn from reading the text feature closely. Circulate and provide support and
clarification as needed.
After 14 minutes, stop students. Tell them it is fine if they did not finish, because the main purpose was to introduce them to
this text and its features.

A. Concentric Circles: Sharing from Our Scavenger Hunt (5 minutes)

Call students together in an open area of the classroom. Ask them to bring their Text Feature Scavenger Hunt recording
form with them.

when appropriate. This allows ELLs
to participate in a meaningful way.
Use the Concentric Circles protocol to allow students to share the new information they learned from the text features in
Exploring Countries: Japan. Gauge time carefully before stopping students and having them move two or three places to the
left and repeating the process. Students will need to have enough time to allow each partner to share something different
from their recording forms.
Provide the necessary support for

ELLs to share orally, including as
part of a triad if that is helpful.
Remind students of the new independent reading routine they will begin for homework tonight.
B. Target Check (1 minute)
Refer to the learning targets for the day. Reread them to the class. Ask students to quickly show a thumbs-up, thumbssideways, or thumbs-down for each target in regards to how they felt they did in accomplishing the target. Take note of
students who are giving thumbs-sideways or thumbs-down. Students who feel they may be struggling could benefit from
additional support later in the day or during the next days lesson.
Homework
Read Dragon of the Red Dawn Chapter 8 and complete the Independent Reading recording form.

recordings.

Independent Reading Recording Form: Chapter 7
Name:
Date:
Independently read the next chapter in Dragon of the Red Dawn.
Complete the chart below to capture key details.
Solve the word puzzle using a word or phrase from the chapter.
Be prepared to share your work with your classmates.
Capturing Key Details: Record important details from the chapter in the chart below.
take place?


in this chapter?
Word Puzzle: Finding Specific Details in the Chapter

Find a word or phrase in the chapter that matches the clue. Write the letters on the lines below. The
letter with a star under it will help you figure out the answer to an important question once you have
finished the book.
CLUE: The capital city of ancient Japan that nearly burned to the ground (page 73)


place?


Bashos house
lumberyard
river
Basho
Jack and Annie
men helping on the fire
brigade
Jack and Annie wake up to

bells ringing.
The lumberyard is on fire
and people are trying to
save it.
Basho runs to help and so
do Jack and Annie.
They try to help but realize
they need more help from
magic.
They run back to Bashos
to get the wand and get
magic help.

Find a word or phrase in the chapter that matches the clue. Write the letters on the lines below. The
letter with a star under it will help you figure out the answer to an important question once you have
finished the book.
CLUE: The capital city of ancient Japan that nearly burned to the ground (page 73)
E
*
Text Feature Scavenger Hunt Recording Form
Name:
Date:
Directions: Use your copy of Exploring Countries: Japan to find the named text features. Once you
have found each text feature, write down the page number and the new information you learned
from that feature.
Text Feature That Helps Us
Find Information
Efficiently
Page
#
Information I Learned
Photographs
(Picture that shows the reader
what something looks like)
Map
(Image showing part of the
earths surface, usually
including land and water
features)
Caption
(Words that describe a picture
or photograph so the reader can
better understand it)
Bold Words
(Words in heavy type that help
the reader spot the most
important words)

Text Feature That Helps Us
Find Information
Efficiently
Page
#
Index
(Alphabetical list of important
topics in the text with page
numbers, found at the end of
the text)
Glossary
(Mini-dictionary that helps the
reader define important words
in the text)
Table of Contents
(List of key topics in the order
they appear to help the reader
find information more easily)
Other

Directions: Use your copy of Exploring Countries Japan to find the named text features. Once you
have found each text feature, write down the page number and the new information you learned
from that feature.
Text Feature that Helps Us
Find Information
Efficiently
Page
#
Photographs
21
23
11
People play baseball in Japan.

The Japanese eat miso soup and sushi.
Animals include the Iriomote wildcat, the crane,
and the Japanese macaque.
Map
features)
45
Japans neighbors are China, Russia, South

Korea, and North Korea.
Japan has four main islands.
Tokyo is the capital of Japan.
The Pacific Ocean is to the east and the Sea of
Japan is to the west.
Caption
6
9
15
22
Mt. Fuji is the tallest mountain in Japan.

Japan has about 1,500 earthquakes per year.
There are fast trains in Japan called bullet trains.
Gohan is the Japanese word for cooked rice.
Bold Words
important words)
12
13
19
Ancestors
Ainu
Natural resources
Index
the text)
32
kanji, page 17
anime, page 27
Nagoya, page 14

Text Feature that Helps Us
Find Information
Efficiently
Page
#
Glossary
(Mini-dictionary that helps the
in the text)
30
chopsticks: a pair of short, thin sticks that

Japanese people use to eat food
tsunami: a powerful wave caused by an
underwater earthquake
Table of Contents
Some of the things you can read about are daily

life, holidays, wildlife, the land, and food.
Other
28
29
Hinomaru is the name of Japans flag.

Japans unit of money is the yen.

Close Reading as a Researcher: Reading with a
Question in Mind


I can ask questions to deepen my understanding of informational text. (RI.3.1)
I can determine the meaning of unknown words in informational text. (RI.3.4)
I can prepare myself to participate in discussions. (SL.3.1)
Ongoing Assessment
I can ask and answer questions about Japan and its culture using the information text Exploring
Countries: Japan.
Independent Reading recording form: Chapter 7 (from

homework)
I can answer text-dependent questions using specific details from Exploring Countries: Japan.
Exploring Culture recording form
I can use the glossary to help me understand important words about culture.
Reading with a Question in Mind recording form
I can talk effectively with my partner about what important culture words mean.

Agenda
Teaching Notes
1. Opening
This lesson reinforces the independent reading routine with literary text and has students digging into
an informational text. Based on the needs of your class, this launch lesson may run longer than 60
minutes. Consider continuing at another time of the day, or breaking this lesson into two sessions.
A. Engaging the Reader: Homework Routine (5

minutes)
B. Unpacking Learning Targets and Revisiting Guiding
Questions (10 minutes)
2. Work Time
A. Asking and Answering Questions about
Informational Text (20 minutes)
B. Reading with a Question in Mind: Answering TextDependent Questions (15 minutes)
C. Using Word Trackers: Learning New Words (5
minutes)
A. Reading with a Question in Mind Anchor Chart and
Debrief Learning Targets (5 minutes)
4. Homework
Before beginning this lesson, prepare a Mystery Letter anchor chart to use when reviewing homework
each day. Add the starred letters from the homework to the chart each day (see sample chart in
supporting materials).
Students begin this lesson by reviewing their Lesson 8 homework. Be sure to reinforce this new
independent reading routine, which they will use to read the remainder or Dragon of the Red Dawn.
Students will read Chapter 8 for homework. As noted in Lesson 7, feel free to move this homework
assignment work to an independent reading time if one is available.
In this lesson, students are shown how to read with a question in mind. This sets a specific purpose for
reading. After looking through their Exploring Countries: Japan books and recording facts on the
Exploring Countries recording form, students generate questions that could support them in learning
more about those facts. Students are practicing this skill to meet standard RI.3.1 (asking questions that
will deepen their understanding of the text).
Since students only read select sections of each text, these lessons also provide another opportunity for
students to practice using a table of contents or index to navigate through an informational text quickly.
Question 4 on the Reading with a Question in Mind recording form gives you a good opportunity to
formatively assess students thought processes as they decide which text features help them effectively
find answers to text-dependent questions.
Students revisit the word tracker vocabulary routines introduced in Lesson 3. Prepare a new Word
Tracker anchor chart that mirrors the student Word Tracker recording form. This will be used for
modeling the routines.
In the Closing of this lesson, a new Reading with a Question in Mind anchor chart is co-constructed with
students. If you prefer, use the sample anchor chart provided in the supporting materials and share it
with students point by point.

Lesson Vocabulary
Materials
text feature, glossary, index, heading,

definition, tradition, chopsticks

Mystery Letter anchor chart (new; co-created with students throughout remainder of unit; see Teaching Notes)
Document camera
Exploring Culture recording form (one per student)
Reading with a Question in Mind recording form (one per student)
Word Tracker recording form (one per student)
Word Tracker anchor chart (new; teacher-created; see Teaching Notes)
Reading with a Question in Mind anchor chart (new; co-created with students during Closing A)

Opening
A. Engaging the Reader: Homework Routine (5 minutes)

Be sure students have their text Dragon of the Red Dawn. Gather whole group to discuss the Lesson 8 homework. Ask
students to take out their Independent Reading recording form for Chapter 7. Have students turn and talk to a partner for 2
minutes about something they learned about ancient Japan from last nights reading.

student who speaks the same L1
when discussion of complex content
is required. This can let students
have more meaningful discussions
and clarify points in L1.
Then cold call a few students to briefly share their responses in the Where, Who, and What columns on the chart.
Ask a volunteer to share the answer to this chapters word puzzle (Edo). Point out that the letter E has a star under it. Show
the class the Mystery Letter anchor chart you have posted. Explain that the letters with a star under them are clues that
will help the class to answer the question at the top of the chart: What do Jack and Annie learn from their adventures in
ancient Japan? You will record these letters on the class chart each day. At the end of the story, the class will unscramble the
letters to discover a mystery word that will help them answer this important question. Add the starred letter, E to the
Mystery Letter anchor chart.
Continue to reinforce this new routine in which students read chapters independently for homework. Give specific positive
feedback for ways in which you see students reading stamina growing.

Opening (continued)
B. Unpacking Learning Targets and Revisiting Guiding Questions (10 minutes)

Remind students that today they will be focusing on the informational text Exploring Countries: Japan. Orient students to
the first two learning targets:
* I can ask and answer questions about Japan and its culture using the informational text Exploring Countries: Japan.
* I can answer text-dependent questions using specific details from Exploring Countries: Japan.
Ask students if they have any questions about the targets. At this point in the year, students should be quite familiar with
targets related to asking and answering questions based on evidence from the text.
Using a document camera, display the title page of Exploring Countries: Japan for students to see. Have them take
note of the authors name shown on the title page.
Post the Guiding Questions anchor chart. Focus students of these two questions:
Ask students if they think that Colleen Sexton had to conduct research in order to write the book Exploring Countries:
Japan. Invite students to Think-Pair-Share:
* What do Mary Pope Osborne and Colleen Sexton have in common as authors?
Draw students out to name some of the commonalities:
Both authors had an interest in Japan.

Both authors had to decide what information about Japan was important to include in their books.
Both authors had to conduct research.
Both authors had to make decisions on how organize and share the information with readers.

Work Time
A. Asking and Answering Questions about Informational Text (20 minutes)

With students seated at their desks, have them take out their Exploring Countries: Japan books. Distribute the Exploring
Culture recording form and project a copy.
For ELL students, consider

providing a partially filled-in
that includes the question sentence
stems: What is , Why is , and
How is . This provides students
with a model for starting a sentence.
Explain to students that they will have 5 minutes to look through the book for the purpose of finding facts about Japan and
its culture. You may want to suggest that they use the I Notice/I Wonder approach from earlier in this module. Decide if its
necessary to model with an example.
Invite students to examine the Exploring Culture recording form together as a class. After finding information that piques
their interest, students will record facts in the left-hand column.
Emphasize that for now, students should leave the second column blank.
Set a time limit of 5 minutes and tell students that its okay if they dont get all of their facts written down. Have students
begin. Circulate and assist as necessary, making sure students are not doing an in-depth reading at this point, but rather, are
taking a quick look and recording facts they find on the Exploring Culture recording form. (Note: Students may have more
facts than they can record in the time allowed. Whats most important is that students engage with the text and begin to read
like a researcher. In the next part of the lesson, students will practice reading with a question in mind.)
After 5 minutes, refocus students whole group. Ask them to take 3 minutes to meet with their reading partners to share their
facts with each other.
With students back at their desks, explain that they will now generate questions that could support them in learning more
about their interesting fact from their Exploring Countries: Japan book.
Reorient students to the Exploring Culture recording form. This time, ask them to take note of the column at the right. Tell
students that when they read with a question in mind, it helps to be focused on something specific and this way they can be
much more efficient.
Model for students how to generate a question that would allow them to learn more about the fact. Use the examples in the
supporting materials as a resource.
Partner ELLs with a student who

speaks the same language to help
them discuss complex content.
students to support their work with
asking and answering questions.
Some students will need more
ready for independent work
When reviewing the graphic
organizers or recording forms,
consider using a document camera
to display the document for
students who struggle with auditory
processing.

Tell students to pick one of their facts to start with. They will go into the text and try to find where the fact is located in the
book. Encourage students to use the table of contents and the index, as well as headings and photographs. After locating the
fact, students will generate questions about the fact that might be answered within the text.
Set a time limit of 5 minutes and tell students that its okay if they dont get to all of their questions. Have students begin.
Circulate and assist as necessary, encouraging students to reread where they found the fact in the text and think about what
they could ask to learn more. If they have time, they can work on more than one question. (Note: Hold to 5 minute for this
activity. Students likely will not answer all of their questions in the time allowed. Whats most important is for them to
engage with the text and read with a question in mind).
After 5 minutes, refocus students whole group. Ask them to take 23 minutes with their reading partner to share questions
and answers. Allow 3 minutes for sharing.
Ask for a few volunteers to share a question paired with the answer they found in the text.
B. Reading with a Question in Mind: Answering Text-Dependent Questions (15 minutes)
Gather students whole group. Congratulate them on their hard work asking and answering questions about the text. Tell
them it was exciting to see them read like researchers with specific questions in mind.
Explain that now they will be answering some text-dependent questions. Distribute the Reading with a Question in
Mind recording form.
Review the format of the recording form by projecting it and going over the directions with students, clarifying as necessary.
Give students 15 minutes to write the answers to the questions from the text independently.
Circulate and support students in finding evidence as needed. If necessary, remind students how to write and answer using a
full sentence. (The first half of the sentence is pulled directly from the question. The second half of the sentence is the
evidence found in the text.)
After 15 minutes, stop students in their work. Tell them that they should finish for homework (or at another point in the
school day if you choose).

C. Using Word Trackers: Learning New Words (5 minutes)

Remind students that they were introduced to the Word Tracker vocabulary routine back in Lesson 3. Say: We have talked
about how important it is for readers to build their word power. One way to do this is by carefully recording important words
and definitions.

instruction in academic vocabulary.
Distribute the Word Tracker recording form and display the Word Tracker anchor chart (an enlarged version of
students Word Tracker recording form).
Direct students to find the bold word tradition on page 15. Explain to students that it is very common in informational books
for certain words to appear in a bold font. Words appearing in bold are usually defined in the glossary at the back of the
book. Ask students to see if that is true for the word tradition.
On the anchor chart, model how to complete each column of the word tracker using the word traditions:
1. In Column 1 (Vocabulary Word), write traditions on the anchor chart, and have students do the same on their
recording forms.
2. Have students find the definition in the glossary. In Column 2, write the definition as it appears in the glossary and give
students 1 minute to write the glossary definition on their recording forms.

providing index cards that have the
word or phrase on one side and the
definition on the other. Work with
these words from time to time at
other ELA parts of the school day.
Use thoughtful pairings: ELL
language acquisition is facilitated by
interacting with native speakers of
English who provide models of
language.
3. Tell students that they should think about the meaning in their own words. Invite students to turn and tell their partners
what the word traditions means to them. Ask a couple of volunteers to share their definitions. In Column 3, students
should write a simplified version of the definition shown in Column 2 using their own words. Students may give a
definition such as: This word means something people do regularly because it is important to them.
Ask students to follow the same process with the word chopsticks (page 23). Circulate to assist as needed.
Ask students to keep their Word Tracker recording form to use again later in the unit.

A. Reading with a Question in Mind Anchor Chart and Debrief Learning Targets (5 minutes)
Return to the overall focus of this lesson: reading informational text with a question in mind. Work with students to name
the steps that readers take when they read with a question in mind.

consider offering a sentence frame,
sentence starter, or cloze sentence
to assist with language production
and provide structure.
Chart students thinking on a new Reading with a Question in Mind anchor chart (or project the sample provided in
the supporting materials). Listen for students to name these steps, clarifying as needed:
Examining the text

Naming a question
Writing the question
Rereading the text looking for clues
Looking for clues in the text features
Reading again
Finding the answer
Tell students that they will continue to practice this together in class.
Preview the homework and distribute the Independent Reading recording form: Chapter 8.
Monitor students responses and

take note of any target(s) that seem
to be a sticking point for students.
Clarify the meaning of each target as
needed to make sure that the
wording of the target was clear. For
students who indicate lack of
success with the targets, make sure
to check in with them at another
point in the school day.
Homework

recordings.

Mystery Letter Anchor Chart

Teacher Directions: Create and post a chart like this one before beginning this lesson. Leave the
chart posted and add to it when you review student homework.
Add the starred letters to the chart as you find them.
What do Jack and Annie learn from their adventures in ancient Japan?
Exploring Culture Recording Form
Name:
Date:
Asking and Answering Questions about Japans Culture to deepen my understanding of
the text
Directions:
1. Look through your informational text.
2. Identify facts that capture your attention. These could be in a heading, caption, or text feature.
3. Write down a question that would help you to learn more.
Facts
What facts about culture did you find in the
text?
Page in
Text
Questions
What question would help you
understand more?
Exploring Culture Recording Form

Asking and Answering Questions about Japans Culture to deepen my understanding of
the text
Directions:
1. Look through your informational text.
2. Identify facts that capture your attention. These could be in a heading, caption, or text feature.
3. Write down a question that would help you to learn more.
Facts
text?
Page in text
Questions
understand more?
There is a monkey called the

Japanese macaque.
11
Where does this monkey live in

Japan?
Japanese people bow when they greet

each other.
13
Does everyone bow all the time?

Are there different types of bows?
Reading with a Question in Mind Recording Form
Name:
Date:
Answering Text-Dependent Questions about Japans Culture:
Follow these steps for each question:
1. Read each question.

2. Use the table of contents and the index to make a decision about where in the text you can find
the information needed to answer the question.
3. Go to that part of the text. Read with the question in mind. You may want to read the page(s)
multiple times.
4. Write the answer using a full sentence and making sure to use evidence from the text.
5. Record the part of the text where you found the information.
1. What type of theater have Japanese people enjoyed for hundreds of years? Use evidence from the
text to support your thinking.
What was the title of the heading for the section that had the information you
needed?
Page(s)

2. On page 12, the text says, Then, for many years, Japans leaders closed the country off from the
rest of the world. What do you think closed means? Use evidence from the text to support your
thinking.
3. What text features did you use to locate your answers?

Answering Text-Dependent Questions about Japans Culture:
1. Read each question.
2. Use the table of contents and the index to make a decision about where in the text you can find
the information needed to answer the question.
3. Go to that part of the text. Read with the question in mind. You may want to read the page(s)
multiple times.
4. Write the answer using a full sentence and making sure to use evidence from the text.
5. Record the part of the text where you found the information.
1. What type of theater have Japanese people enjoyed for hundreds of years? Use evidence from the
text to support your thinking.
Kabuki is a type of traditional theater in Japan that has been around for hundreds of
years. The actors wear makeup and costumes. The way Kabuki is performed today is
the same as it has been for hundreds of years.
What was the title of the heading for the section that had the information you
needed?
Page(s)
The Arts of Japan
26 and 27
2. On page 12, the text says, Then, for many years, Japans leaders closed the country off from the
rest of the world. What do you think closed means? Use evidence from the text to support your
thinking.
In the sentence Then, for many year, Japans leaders closed the country off from
the rest of the world, I think the word closed means that the leaders wouldnt let
anyone come in the country.
3. What text features did you use to locate your answers?
Answers will vary by student.
Name:
Date:
Definition

tradition
chopsticks
Definition
a story, belief, or way of

life that families or groups
hand down from one
generation to the next
something that people do

regularly that is important
to them
a pair of short, thin sticks

that Japanese people use
to eat food
the type of eating tools that

Japanese people use to eat
Reading with a Question in Mind Anchor Chart
We name what we want to find.

We ask ourselves questions to help us focus our research and learn more.
We write the question down so we dont forget it.
We read the text to find clues for the answer.
We look for clues in the text features.
We reread.
We sometimes find the answer in the text.
We sometimes have to keep researching.
Name:
Date:
take place?


in this chapter?

Find a word or phrase in the chapter that matches the clue. Write the letters of in the blank spaces
below. The letter with a star under it will help you figure out the answer to an important question once
you have finished the book.
CLUE: The legendary guardian animal that commands the rain clouds (page 84)
ANSWER:
_____ ______
* *


take place?


in this chapter?
on a mountain
high up in the clouds
flying high over the fires in
Edo
back in the river
Jack
Annie
Cloud Dragon
Jack and Annie used the wand to get

help put out the fires.
They were magically transported to
the top of a mountain, high in the
clouds.
The Cloud Dragon appeared.
Jack and Annie rode the Cloud
Dragon as it swooped across the fires
and put them out.
Jack and Annie dropped back into
the river.

Find a word or phrase in the chapter that matches the clue. Write the letters in the
blanks below. The letter with a star under it will help you figure out the answer to an
important question once you have finished the book.
CLUE: The legendary guardian animal that commands the rain clouds (page 84)
ANSWER:
CLOUD DRAGON
* *

Using Informational Text: Learning about Japans
Customs


I can ask and answer questions about informational texts. (RI.3.1)
I can use information from the words and illustrations to understand informational texts. (RI.3.7)
I can use a variety of strategies to determine meaning of words and phrases. (RL.3.4)
Ongoing Assessment
I can read with a question in mind to find information about the culture of Japan.
I can record my thinking about Japans customs on the Exploring Culture recording form.

homework)
I can use text features efficiently to help find information about Japans customs.
I can answer text-dependent questions about the customs of Japan using evidence from the text.
Working with Context Clues recording form
I can use context clues to determine the meaning of words in Exploring Countries: Japan.
Japans Culture anchor chart

Agenda
Teaching Notes
1. Opening
Students have been learning about Japans culture through both literary and informational texts. In this
lesson, students begin to use informational text to explore the culture of Japan. This lesson specifically
leads students in examining Japans culture as expressed by its customs.

Minutes)
B. Understanding How Customs Can Be Evidence of
Culture and Unpacking Learning Targets (10
minutes)
2. Work Time
A. Reading and Writing about Japans Customs (20
minutes)
B. Asking Questions about the Text: Customs of Japan
(10 minutes)
C. Working with Context Clues: Words from Exploring
Countries: Japan (10 minutes)
A. Beginning the Japans Culture Anchor Chart (5
minutes)
4. Homework
B. Complete Answering Questions about Japans
Customs of Exploring Culture (Customs) recording
form, Part 2.
In the Opening of this lesson, the handshake is used as an example of a greeting custom in the United
States. Not all subcultures within the United States greet each other this way, but it provides a fairly
simple and concrete example of customs. Based on your student population, feel free to offer a different
example of a customary greeting, and/or to clarify that there are subcultures within the United States,
each with its own customs. The intent of showing these examples is for students to understand that
customs are one piece of evidence that people can examine to learn about a culture. Greetings are just
one example of a custom in a country.
This lesson again includes partner reading, designed to support students with comprehension.
Ink-Pair-Share protocol is used in this lesson. Students should be familiar with this from Module 1; it is
a variation of Think-Pair-Share. When a question is posed to students, they think about it, write down
their thinking, then share with a partner. The activity ends with whole group selective sharing. Note that
as with Think-Pair-Share, the Share portion of Ink-Pair-Share requires students to share their
partners thinking, not their own. This promotes active and careful listening between the partners.
In advance:
Gather several images (from books, magazines, or the internet) of different ways people greet each
other around the world (for Opening A). Consider images like bowing, handshakes, hugs, etc.
Students will be viewing these to make connections to what a custom is and how it can contribute to
learning about the culture of a country.
Review: Ink-Pair-Share protocol (see Appendix).

Lesson Vocabulary
Materials
custom, text features, object,

document, catches (n), founding

Mystery Letter anchor chart (begun in Lesson 9)
Document camera
Images of people greeting each other in different cultures (see Teaching Notes)
Exploring Culture (Customs) recording form (one per student)
Working with Context Clues recording form (one per student and one to project)
Japans Culture anchor chart (new; co-created with students during Closing A)

Opening

Be sure students have their text Dragon of the Red Dawn. Gather as a group to discuss the homework. Ask students to
take out the Independent Reading recording forms they completed for Chapter 8. Have students turn and talk to a partner
for 2 minutes about something they learned about ancient Japan from last nights reading.

Then cold call a few students to briefly share their responses in the Where, Who and What columns on the chart. Ask a
volunteer to share the answer to this chapters word puzzle and add the starred letter to the Mystery Letter anchor
chart.
Use thoughtful pairings of students

for protocols such as Think-PairShare. ELL language acquisition is
models of language.
Clarify any other aspects of the chapter as needed. Continue to emphasize that one of the joys of historical fiction is that
readers can simultaneously read an engaging story and learn about a real time and place in history.
B. Understanding How Customs Can Be Evidence of Culture and Unpacking Learning Targets (10 minutes)
Gather the class together. Ask students to turn and talk:
* What is a custom?
Cold call on a student to answer. Listen for: A custom is accepted or typical practice. Follow up by asking students to call
out a few examples of customs they might know about.
Ask for a volunteer to engage in a quick demonstration with you. Invite a student to come to the front of the room and show
how strangers in the United States often first greet other. If students are unfamiliar with this, quickly inform them that in
the United States when adults greet a stranger, they usually offer their right hand, give a quick but gentle handshake, make
eye contact, say hello, and introduce themselves.
After modeling in front of the class, have students practice with others who are near them. Remind students that in many
parts of the United States, greeting each other in this way is a custom. It is part of our culture. People in other countries may
have this same greeting custom, or may greet each other in different ways.

Opening (continued)
Using a document camera, show students images of people greeting each other in different cultures (such as the
kiss on the cheek for a greeting in France, or a slight bow of the head in Korea for greeting friends). Ask students:
* What did you notice about the images?

Confirm that the images were of people greeting each other in different ways. Ask students to Think-Pair-Share:
* How can we learn about a culture by examining these greetings?

Ask for volunteers to share what they discussed. Confirm responses that allude to greetings being one accepted behavior or
practice of people and therefore evidence of culture.
Clarify for students that many of the customs that are used each day can be evidence of a groups culture. Explain to students
that customs can have their own history and because of that, they can reflect a cultural meaning for a group of people. In a
way, a custom has a story to tell. It can say something significant about the lives of a group of people, both in the past and in
the present.
Tell students that every country will have a number of customs that hold special meaning for them as a group or country.
Project the learning targets one at a time. Ask students to turn and talk:
* What do you think youll be doing today?

Tell students that these targets should seem familiar to them. Reread each target, one at a time, and have students use a Fist
to Five as a way to show their understanding of the targets.

Work Time
A. Reading and Writing about Japans Customs (20 minutes)

Gather students and distribute the Exploring Culture (Customs) recording form. Tell students that they will continue
to practice a strategy that good readers use: asking questions to learn more. Remind them that they did this in Lesson 9, but
today they are going to take a fresh look at some specific sections of the text. Project a copy of the Exploring Culture
(Customs) recording form in order to orient students to the layout of the recording form. Draw students attention to the fact
that there is a distinct focus on customs.
Be sure students have their text Exploring Countries: Japan. Review the term text features (parts of a book that stand
out from the rest of the text) if necessary.
Ask students to look at the table of contents in their own books and try to identify possible chapters that may have
information about customs.
Invite volunteers to share out, suggesting chapters by their titles, and ask them to explain the potential of that chapter to
reveal information about customs. (For example, a student may suggest Daily Life or Food, to which you could respond :
Yes, its quite possible that the chapter on Daily Life could contain information about some daily customs. We learned in
Dragon of the Red Dawn about bowing to each other, which characters in the book did in daily life.)

lets students have more meaningful
discussions and clarify points in
their native language.
Reiterate to students that their focus today is on customs. Continue to clarify the definition of this key term. Have students
look in the index for the word customs. (They will discover that its not listed in the index). Help them to understand that
customs is a broad category and that an index will usually include only very specific things.
Invite students to work with a partner to complete a first read of pages 1217 and 2223. Students should read and take
notes on the customs they are finding in the text in second column of their recording forms.
Tell students they will complete Part 2 of this recording form for homework, after they have spent more time reading the
text.

B. Asking Questions about the Text: Customs of Japan (10 minutes)
During Work Time B, you may want

support in finding evidence in the
text. Some students will need more
ready for independent work.
Tell students they will now work with their partner to reread sections in Exploring Countries: Japan to see if they can
construct questions that will help them to learn more about the customs of Japan. Remind students they should take note of
any text features on these pages that might help them efficiently find information or contribute to their learning about
customs of Japan.
Ask students to give a thumbs-up if they understand the task and thumbs-down if they have questions related to the task.
Address students questions quickly.
Give directions:
* Focus on pages 1217 and 2223 as they relate to the customs recorded in Part 1.

hearing books read to them through
audio recordings.
* Read with your partner.

* Complete the right-hand column of the recording form on your own.
* Leave the final question about customs blank for now.
Circulate and confer with students as they work.

C. Working with Context Clues: Words from Exploring Countries: Japan (10 minutes)
Some students may benefit from

receiving direct support working
with context clues.
Gather students together whole group. Review students previous work with using context clues, drawing on specific
examples from your class as much as possible. A general review might sound something like: Weve talked several times
about how important it is for you as readers to always be building your word power. As a reader, you need to have strategies
for determining what words mean. The first strategy you should try is using context clueslooking for clues around the
unknown word as a way to help you get to the words meaning. With informational texts, its possible that the word youre
stuck on is in glossary. Or you may have to use a dictionary to locate the definition of the word. Today were going to work
with that first strategy againdetermining the meaning of words using the context.
Distribute and display the Working with Context Clues recording form. Remind students that they used this
recording form when reading Dragon of the Red Dawn.
Remind students that one way to figure out the meaning of a word is to look at other words in the sentence, think about what
clues the sentence gives, and then try to replace the word with a word they know. Briefly review the sequence of steps shown
at the top of the recording form. Since this is a familiar routine, students should be able to proceed with their partner with
relative ease.
Ask students to take 5 minutes with their partner to work on the terms catches and founding on their Working with Context
Clues recording form. Suggest that students focus only on the left-hand and center columns (the right-hand column will be
filled out whole group). Circulate and assist as needed.

Closely monitor students who have
difficulty with near-point copying.
providing index cards with the word
or phrase on one side and the
definition on the other. Work with
these words during other ELA parts
of the school day.
After 5 minutes, bring students back together and invite volunteers to share whole class the information they recorded in the
first two columns. Bring students to the final step by sharing the actual definitions for the two words:
1. Catches are groups of something caught, like fish.
2. Founding is the beginning or start of something, like the founding of a country.
Direct students to write these definitions in the right-hand column on their recording forms.

A. Beginning the Japans Culture Anchor Chart (5 minutes)

Gather students together and give them specific feedback on some of the things you heard that they learned about Japans
customs today. Ask the question at the bottom of their Exploring Culture (Customs) recording form:

language. This lets students have
more meaningful closure to the
lesson.
* Based on your work today, what are some customs of Japan?

Help students justify why the custom they named can be considered evidence of culture. It may be necessary to remind
students about the work done in the Opening about how different ways of greeting tell us about different cultures. Provide
the sentence frame: A ____ can be considered a custom of Japan because _____.
Invite students to Think-Pair-Share. Co-create a new Japans Culture anchor chart by adding students thinking to a
section delegated for customs. (This anchor chart is an opportunity to informally assess students understandings of Japans
culture).
Congratulate students on their excellent research. Ask students to turn to a partner and share one interesting fact they
learned about Japan from the text today.
Distribute the Independent Reading recording form: Chapter 9, to be completed for homework.
Homework

recordings.
Complete Answering Questions about Japans Customs of Exploring Culture (Customs) recording form, Part 2.

Exploring Culture (Customs) Recording Form

Name:
Date:
Part 1: Asking and Answering Questions about Japans Culture to Deepen My
Understanding of the Text
Directions:
1. Read pages 1213, 1415, 1617, and 2223.
2. Identify facts about customs that capture your attention.
3. Write down question that would help you to learn more.
Category
Facts
text?
Page in
Text
Questions
What question would help
you understand more?
Customs

Based on your work today, what are some customs of Japan?
Part 2: Answering Questions about Japans Customs

1. According to the text, why do people bow to each other? Use evidence from the text to support
your thinking.
2. According to the text, what is sushi and how is it eaten? Use evidence from the text to support
your thinking.

Directions:
1. Read pages 1213, 1415, 1617, and 2223.
2. Identify facts about customs that capture your attention.
3. Write down question that would help you to learn more.
Category
Facts
What facts about culture did you find
in the text?
Page in
Text
Questions
What question would
help you understand
more?
Customs
The Japanese bow when they

greet each other.
13
Do people always
bow or do they use
handshakes as
well?
People have one room in their

home decorated in traditional
Japanese style.
15
What are the

traditional rooms
used for?
Students write in kanji.
17
Is all writing done

in kanji or other
forms too?
Japanese people use chopsticks

to pick up and eat food.
23
Why did people

start using
chopsticks?

Based on your work today, what are some customs of Japan?
Some of the customs in Japan are bowing to each other, decorating rooms in
traditional style, writing in kanji, and using chopsticks to eat.
Part 2: Answering Questions about Japans Customs
1. According to the text, why do people bow to each other? Use evidence from the text to support
your thinking.
According to the text, people in Japan bow to greet each other. They can also bow to
say thank you or I beg your pardon.
2. According to the text, what is sushi and how is it eaten? Use evidence from the text to support your
thinking.
According to the text, sushi is a food Japanese people eat that is made of raw fish
and rice that is wrapped in seaweed. Sushi is eaten with chopsticks. Japanese people
use chopsticks to pick up food like sushi.
Working with Context Clues Recording Form

Name:
Date:
Target: I can use context clues to determine the meaning of words in Exploring Countries: Japan.
1. catches (page 19)
Japans fishing crews bring large catches of eel, mackerel, squid, and tuna.
word?

replacements.)
What does this word

mean?

2. founding (page 25)
On February 11, National Foundation Day marks the founding of the nation of Japan.
word?

replacements.)
What does this word

mean?

Target: I can use context clues to determine the meaning of words in Exploring Countries: Japan.
1. catches (page 19)
Japans fishing crews bring large catches of eel, mackerel, squid, and tuna.
word?

replacements.)
What does this word

mean?
I think catches is a noun

in this sentence because
the adjective large is
before it to describe it. You
catch fish, and the
sentence has names of
different kinds of fish like
tuna.
groups, amounts
groups of something
caught, like fish

2. founding (page 25)
On February 11, National Foundation Day marks the founding of the nation of Japan.
word?

replacements.)
What does this word

mean?
Its something to do with

the nation or country, like
maybe the countrys
birthday or when it
became a country.
starting, beginning
the beginning or start of

something

Solve the Word Puzzle using a word or phrase from the chapter.
take place?



Find a word or phrase in the chapter that matches the clue. Write the letters in the blank spaces below.
The letter with a star under it will help you figure out the answer to an important question once you
have finished the book
CLUE: What the ferry boat glided under (page 91)
ANSWER


Capturing Key Details : Record important details from the chapter in the chart below.
place?
the river
Bashos home
ferryboat
the Imperial Garden

Jack
Annie
Basho

Jack and Annie are safe

after saving Edo from fires
with the help of the Cloud
Dragon.
Bashos house has burned.
They travel on the
ferryboat up the river to
the Imperial Garden.
They say goodbye to
Basho.
They are stopped by the
samurai, who asks them
for their passports.

have finished the book.
CLUE: What the ferry boat glided under (page 91)
ANSWER:
G
*
R
*

Using Informational Text: Learning More about
Japans Culture

Learning More about Japans Culture

I can ask and answer questions about informational texts. (RI.3.1)
I can use information from the words and illustrations to understand informational texts. (RI.3.7)
Ongoing Assessment
I can read with a question in mind to find information about traditions of Japan.
I can record my thinking about Japans traditions on the Exploring Culture recording form.
Independent Reading recording form: Chapter 9(from

homework)
I can answer text-dependent questions about traditions in Japan using evidence from the text.

Japans Culture anchor chart

Agenda
Teaching Notes
1. Opening
The Work Time of this lesson unfolds much as it did in Lesson 10, but this time students focus on
traditions of cultural significance to Japan. The procedure should feel and look similar. Keep students
with the same partner as in Lesson 10.

minutes)
B. Unpacking Learning Targets and the Special
Significance of Traditions (10 minutes)
Review: Mix and Mingle protocol (see Appendix).
2. Work Time
A. Reading and Writing about Japans Traditions (15
minutes)
B. Asking Questions about the Text: Traditions of
Japan (15 minutes)
A. Adding to Japans Culture Anchor Chart and
Identifying Traditions (5 minutes)
4. Homework
B. Complete Exploring Culture (Traditions) recording
form, Part 2, if not completed.

Lesson Vocabulary
Materials
tradition

Japans Culture anchor chart (begun in Lesson 10)
Reading with a Question in Mind anchor chart (from Lesson 9)
Exploring Culture (Traditions) recording form (one per student and one for display)
Document camera
Opening

Be sure students have their text Dragon of the Red Dawn. Gather students whole group. Ask students to take out the
Independent Reading recording form they completed for homework last night. Have students turn and talk to a partner
about something they learned about ancient Japan from last nights reading of Chapter 9.
Then cold call a few students to briefly share their responses in the Where, Who, and What columns on the chart. Ask a
volunteer to share the answer to this chapters word puzzle and add the starred letter to the Mystery Letter anchor
chart.

models of language.

Opening (continued)
B. Unpacking Learning Targets and the Special Significance of Traditions (10 minutes)
For ELLs or students new to the

country, consider posting visuals of
the Fourth of July or showing a short
video clip. Some students may not
have background knowledge about
celebrations in the United States such
as the Fourth of July.
Ask students to focus on todays learning targets. Ask students if the targets seem familiar. (Because these targets are
identical to those in Lesson 10 except for the focus on traditions rather than customs, they should seem familiar.)
Review the Japans Culture anchor chart (begun in Lesson 10). For each item listed, ask for students (by volunteer or
cold call) to elaborate on the custom by describing it and/or talking about how it is evidence of the culture in Japan.
Tell students that the work they do today will follow the same pattern as the previous lesson, but the focus will be on
traditions of cultural significance to Japanese people.
Ask students to close their eyes as you describe a holiday that happens every summer in America.
Say to students: I want you to close your eyes and pretend you are sitting with your friends and family on a hot July night.
Maybe you are sitting on the grass or in a park. There are many people around you and everyone is excited and looking up
at the sky. It is dark outside but suddenly you hear a loud BOOM! and the sky is filled with amazing colors! Where are
you?
Ask students to turn and talk with a partner:
* Where do you think you are?

* What holiday is this?
Ask for a volunteer to respond. Listen for: the Fourth of July, a holiday that happens every summer in the United States.
Tell students that the Fourth of July is a holiday in America and is one of our countrys traditions. It is a tradition because
it is a way to remind us of when our country won its independence. The Fourth of July has been celebrated for many
generations.
To help students understand this, name some other traditions important to our culture. If necessary, refer to the definition
of tradition from the article Discovering Culture in Lessons 2 and 3.

Work Time
A. Reading and Writing about Japans Traditions (15 minutes)

Be sure students have their text Exploring Countries: Japan.

Gather students whole group. Review the Reading with a Question in Mind anchor chart (from Lesson 9). Emphasize
that they are practicing a key skill that is particularly useful when reading informational text.
Distribute the Exploring Culture (Traditions) recording form. Tell students that just as they did in the previous
lesson, they will continue to practice the reading strategy of asking questions to learn more. Reading with a question in mind
is a way to target your reading in a more specific way.
Using a document camera, project a copy of the Exploring Culture (Traditions) recording form to orient students to the
layout. Draw students attention to the fact that there is a distinct focus on traditions. As they are reading, students will see
information about many things, but their job is to be focused on traditions.
Remind students that like in Lesson 10, looking in the index for the word traditions will not work because this term is a
broad category. An index will usually only include very specific things.
Have students work with a partner to complete a first read of pages 20, 21, 24, and 2527. Students should read and take
notes on the traditions they are finding in the text in the second column of their recording forms.

allows students to have more
points in their native language.

B. Asking Questions about the Text: Traditions of Japan (15 minutes)
During Work Time B and C, you

may want to pull a small group of
evidence in the text. Some students
will need more guided practice
before they are ready for
independent work.
Tell students they will now work with their same partner to reread the sections in their Exploring Countries: Japan books to
see if they can create questions that will help them learn more. Remind students they should take note of any text features
on these pages that might help them efficiently find information or contribute to their learning about some customs of
Japan.
Ask partners to reread pages 20, 21, 24, 25, 26, and 27 as they relate to the traditions recorded in Part 1. Remind them that
even though they will work with their partner, they should complete the right-hand column of the recording form on their
own. Tell students to leave the final question about traditions blank for now. They will discuss this in the closing of the
lesson.

hearing books read to them through
audio recordings.
Circulate and confer with students as they work; provide support as needed.
Reorient students to the learning target:
* I can answer text-dependent questions about traditions in Japan using evidence from the text.
At this point in the year, students should be familiar with targets related to asking and answering questions based on
evidence from the text. The text-dependent questions are Part 2 of the Exploring Culture (Traditions) recording form.
Suggest to students that they read the questions first and then look back through the text to see if they can locate the places
where there is evidence.
Consider writing and displaying

steps for answering text-dependent
questions, using nonlinguistic
symbols to match each step.
Give students 10 minutes to write their answers to the questions from the text independently. Circulate and support students
in finding evidence. If needed, remind students how to write answers using a full sentence. (The first half of the sentence is
pulled directly from the question. The second half of the sentence is the evidence found in the text.)
After 10 minutes, refocus students whole group. Remind them that they will have time to finish their answers for homework
or at another point in the school day.

A. Adding to Japans Culture Anchor Chart (5 minutes)

Gather students whole group and congratulate them on all they have learned about Japans traditions today. Ask the
question at the bottom of their Exploring Culture (Traditions) recording form. Invite students to add to the Japans
Culture anchor chart by recording students thinking using a section delegated for traditions.
Posting sentence frames can assist

ELLs and other students needing
additional support in contributing
to classroom discussions.
Use a sentence frame to support students such as: I think a tradition in Japan is________because______.
Direct students to complete the last question on Part 1 of the Exploring Culture (Traditions) recording form:
* Based on your work today, what are some traditions in Japan?

Distribute the Independent Reading recording form: Chapter 10, to be completed for homework.
Homework

recordings.
Complete Exploring Culture (Traditions) recording form, Part 2, if not completed.

Exploring Culture (Traditions) Recording Form

Name:
Date:
Directions:
1. Read pages 20, 21, 24, and 2527.
2. Identify traditions that capture your attention.
3. Write down questions that would help you to learn more.
Category
Facts
What facts about culture did you find in
the text?
Page in
Text
Questions
understand more?
Traditions
NYS Common Core ELA Curriculum G3:M2B: U1:L11 June 2014 9

Based on your work today, what are some traditions of Japan?
Part 2: Answering Questions about Japans Traditions

1. According to the text, how are the Ainu different from other people living in Japan?
2. According to the text, how do you know watching sumo wrestling is part of the Japanese culture?

3. According to the text, what are the traditions involved with Kabuki ?

Directions:
1. Read pages 20, 21, 24, and 2527.
2. Identify traditions that capture your attention.
3. Write down questions that would help you to learn more.
Category
Facts
What facts about culture did you find in
the text?
Page in
Text
Questions
understand more?
Traditions
Sumo is Japans national sport.
20
Why is sumo so popular?
The New Year is Japans biggest

holiday.
24
Why is New Year the most

important holiday?
They celebrate their daughters with

Dolls Festival.
24
Do they have a tradition to

celebrate boys?
They have many holidays that

celebrate emperors, children, and
the founding of the country.
25
Why do their traditions

focus mostly on people?
Bunraku is a puppet theater.
26
Are these plays just for

children?
Kabuki is a theater with lively

characters.
26
Do they have theater shows

like we do in America?
There are traditional arts like

ikebana, origami, manga, and
anime.
27
Why are their arts like

anime so popular
throughout the world?

Based on your work today, what are some traditions of Japan?
Japan has many traditions, such as holidays that celebrate important people and
important days. Japan also has many traditions in the arts. They have different types of
theater, and art like anime that has spread throughout the world. Some traditions, like
sumo wrestling, are also well-known around the world.
Part 2: Answering Questions about Japans Traditions
1. According to the text, how are the Ainu different from other people living in Japan?
The Ainu people are different because they eat and grow food like their ancestors did.
2. According to the text, how do you know watching sumo wrestling is part of the Japanese culture?
It is part of the culture because it is the national sport.
3. According to the text, what are the traditions involved with Kabuki ?
The traditions involved are wearing colorful costumes and makeup like they have for
hundreds of years.
Name:
Date:
place?



CLUE: The journey of a thousand miles begins with this (page 99)
ANSWER:
*


place?


the Imperial Garden

the Magic Tree House
Frog Creek
Jack
Annie
samurai
Jack and Annie were going

back to the tree house to go
home.
They were stopped by a
samurai who asked to see
passports.
They said they burned in
the fire and they were
students of Bashos.
They recited poems and
Jack got it right this time.
They were happy to be
home.

CLUE: The journey of a thousand miles begins with this (page 99)
ANSWER:
O
N
*

Discussion Skills: Chalk Talk about the Culture of
Japan

Discussion Skills:
Chalk Talk about the Culture of Japan
Long-Term Target Addressed (Based on NYSP12 ELA CCLS)

Ongoing Assessment
I can effectively participate in a Chalk Talk about Japans culture.

homework)

I can prepare for the conversation by using evidence from informational text.
I can seek patterns about the topic being discussed.
Observations of students actions and writing during the

Chalk Talk

Discussion Skills:
Agenda
Teaching Notes
1. Opening
A. Engaging the Reader: Homework Routine and
Culminating Discussion of Dragon of the Red Dawn
(20 minutes)
This lesson uses the Chalk Talk protocol (see Appendix). A Chalk Talk is a silent discussion that
provides students with the opportunity to collectively theorize on and react to each others ideas in
writing. These talks can provide a window into students thinking, as well as reveal any misconceptions
students might have.
B. What is a Chalk Talk and Why Hold One? (10

minutes)
To prepare for the Chalk Talk, students will use evidence from their recording forms from Lessons 411
(see supporting materials).
2. Work Time
A. Preparing Evidence and Questions for the Chalk Talk
(10 minutes)
B. Conducting the Chalk Talk (15 minutes)
A. Debrief the Chalk Talk: Looking for Patterns (5
minutes)
4. Homework
A. Explain to someone at home what a Chalk Talk is
and how it works. Identify two stars for your work in
the Chalk Talk (things you did well) and one step
(something you could work on in the future or do to
improve).
In advance: Pre-assemble evidence folders for each student. Assemble recording forms for each student
from Lessons 411 in a folder created by folding an 11 x 17 piece of paper in half.
In advance: Prepare the How to Hold a Chalk Talk anchor chart (see supporting materials).
In advance: Prepare Chalk Talk charts. There are four stations, each station with a different question.
Consider using lined paper to help contain the size of students printing and prevent it from taking up
more space than it needs to. Have extra chart paper on hand at each station in case a chart fills up. The
Chalk Talk charts should have the following questions written at the top or written separately and
posted above or directly next to the charts:
What traditions did you read about in Japan? Were any of these also in Dragon of the Red Dawn?
The text uses many fact boxes such as Fun Fact and Did You Know? as well as illustrations. How
did the fact boxes and illustrations help you as a reader?
What customs in Japan did you read about? Where any of these also in Dragon of the Red Dawn?
How would you define culture?
Set each chart out on a flat surface like a table or grouping of desks.
In advance: Group the class into four or eight groups. When it comes time to start the Chalk Talk, assign
each group to a different chart as their starting point. Each small group will only discuss with each other
and not the other groups. Be strategic in your grouping. If you have a few struggling readers in your
class, put them in a group together so that you can more directly support them while allowing other
students to be more independent. If you have many struggling readers, place them in groups with
stronger readers, but carefully monitor that they are reading and contributing. Your ELLs may benefit
from being in a group with others who speak their native language.

Discussion Skills:
Lesson Vocabulary
Materials
evidence, pattern

How to Hold a Chalk Talk anchor chart (new; one for display)
Japans Culture anchor chart (begun in Lesson 10)
Evidence folders with students recording forms from Lessons 4-11 (see Teaching Notes)
Text Feature Scavenger Hunt (from Lesson 8)

Word Tracker (from Lesson 9)
Exploring Culture (Customs) (from Lesson 10)
Exploring Culture (Traditions) (from Lesson 11)
Chart paper (one sheet for each Chalk Talk station, four charts total; see Teaching Notes)
Colored pencils or markers (one per student)

Discussion Skills:
Opening
A. Engaging the Reader: Homework Routine and Culminating Discussion of Dragon of the Red Dawn (20
minutes)
Be sure students have their text Dragon of the Red Dawn. Gather as a group to discuss the homework. Ask students to
take out their Independent Reading recording form: Chapter 10.
Cold call a few students to briefly share their responses in the Where, Who, and What columns on the chart.
Congratulate students on finishing the book! Ask a volunteer to share the answer to this chapters word puzzle and then add
the last starred letter to the Mystery Letter anchor chart. Point out that students have now found their last mystery
letter! Explain that the letters they have found make up a scrambled word. Give students a few minutes to talk to a partner
about what the word might be, but do not allow them to share their ideas with the full group yet. Let the excitement build.
Explain that this word is part of the answer to the question, What do Jack and Annie learn from their adventures in ancient
Japan? Now you are going to give them a final clue. The unscrambled word will fit into this sentence:
* Jack and Annie learn that a secret of happiness lies in finding beauty in __ __ __ __ __ __.
Allow students to work with their partners to try to solve the puzzle. After a few minutes, ask for a volunteer to come up and
fill in the blanks to complete the sentence. Reread the question and have the class read the answer chorally: What do Jack
and Annie learn from their adventures in ancient Japan? Jack and Annie learn that a secret of happiness lies in finding
beauty in NATURE.
Lead a culminating discussion on Dragon of the Red Dawn.
* What did Jack and Annie learn from Basho?

* How did Jack and Annie feel about ancient Japan?
* What do you think was the best part of Jack and Annies adventure? Why?
B. Engaging the Reader: What is a Chalk Talk and Why Hold One? (10 minutes)
Display two of the learning targets:
* I can effectively participate in a Chalk Talk about Japans culture.

* I can follow our class norms when I participate in a conversation.
Anchor charts provide a visual cue

to students about what to do when
you ask them to work
independently. They also serve as
note-catchers when the class is coconstructing ideas.

Discussion Skills:
Opening (continued)
Tell students that they will be using a new protocol called Chalk Talk. In a Chalk Talk, they have a written discussion with
others about something important. Ask:
* How do you think you can discuss something through writing?

Allow students a few moments to think and then cold call until a student correctly states that they will write down what they
want to say in order to communicate.
Point out that every student has important ideas to share about what they know of Japans culture. Say: You have
built a lot of knowledge about the culture of Japan as it relates to customs and traditions. The Chalk Talk will be a
great way to let all your voices be heard, but it will be done by each of you writing down what you want to say.
Display the How to Hold a Chalk Talk anchor chart. Ask for volunteers to read aloud one step at a time.
After each point is read aloud, have students silently reread the entire list. Then ask students if they have any questions
about the Chalk Talk protocol. Clarify as necessary. Some questions may be best answered by allowing the protocol to play
out.

Discussion Skills:
Work Time
A. Preparing Evidence and Questions for the Chalk Talk (10 minutes)
Students who need support with

reflecting back over previous work,
consider pairing them with a peer or
teachers aide who can ask strategic
questions such as, Tell me what
this recording form is showing us.
Display the learning target:
* I can prepare for the conversation by using evidence from informational text.
Tell students that all of their hard work in Lessons 411 produced some great evidence of Japans culture. Quickly name the
recording forms students can use for evidence (see Teaching Notes for complete list).
Tell students to think back to the work of the last four lessons and all they have learned about Japans culture. Give students
8 minutes to review their recording forms. They may also look back in the informational text Exploring Countries:
Japan.
Also, draw students attention to and display the Japans Culture anchor chart and encourage them to review what is
recorded on this anchor chart. Leave this anchor chart out on display through Work Time B.
B. Conducting the Chalk Talk (15 minutes)
Create small groups that are

heterogeneous so that students can
support each other during the Chalk
Talk. Consider a mix of reading
abilities and writing abilities.
Tell students that their Chalk Talk will be based on four different questions.
Before beginning the Chalk Talk, briefly review the steps again with students.
Divide students into small groups, and send groups to their assigned charts to begin.
As students work, observe whether they are following the protocol and provide guidance as needed.
Continue to circulate and observe, reading students comments. Gently point students to interesting comments, encouraging
them to keep writing, reading, and responding.
Consider pairing ELL students with

a partner who speaks the same
language.

Discussion Skills:
A. Debrief the Chalk Talk: Looking for Patterns (5 minutes)

Bring the class back together whole group. Display the final learning target:
Discussing ideas with peers allows

students to process the task orally,
helping to support their ability to
engage with the task.
* I can seek patterns about the topic being discussed.

Explain to students that its time to for them to search for patterns in the writing on the charts. Working with a partner,
students will read through all the postings on the charts and search for patterns and themes (I Notice/I Wonder).
Allow students a few minutes to view and carefully examine the charts with a partner. Encourage partnerships to quietly
converse about the patterns they see.
Consider offering a sentence frame

or starter to assist students with
language production and provide
structure.
Then, gather students whole group. Revisit each chart one at a time as a class. Read a few responses from each chart and
circle or underline critical understandings. Ask some students to read a few of the ideas aloud to the class. Ask partnerships
to report out patterns and themes. Try to call on different partnership so more have a chance to share out.
After all the charts have been viewed, gather students whole group. Ask them to turn and talk:
* What was the experience like of talking through writing in the Chalk Talk?
Homework
Explain to someone at home what a Chalk Talk is and how it works. Identify two stars for your work in the Chalk Talk
(things you did well) and one step (something you could work on in the future or do to improve).

How to Hold a Chalk Talk Anchor Chart

1. We read the question at the top of the chart.
2. We each write down our response on the chart. We each have our own marker.
3. We talk in our group about what to write. We dont talk to other groups.
4. We read what other people write.
5. We must respond in writing. We can write new thoughts or comment on what someone else wrote.
6. We put our initials at the end of what we wrote. This is so that we can go back later and see what
we wrote.
7. There is no right or wrong. We are free to write what we want. Theres no criticizing or correcting
what someone else has written.
8. We move to every chart once everyone in our group has finished.

Writing a Research-Based Informational
Paragraph: The Culture of Japan

Writing a Research-Based Informational Paragraph:
The Culture of Japan

I can produce writing that is appropriate to task and purpose (with support). (W.3.4)
I can use the writing process to plan, revise, and edit my writing (with support). (W.3.5)
I sort evidence into established categories. (W.3.8)
Ongoing Assessment
I can record details about Japans customs and traditions on the Culture Research matrix.
I can identify criteria for a strong research-based informational paragraph.

Agenda
Teaching Notes
1. Opening
Throughout Unit 1, there has been a focus on customs and traditions in Japan. In the first half of the
unit, students focused on ancient customs and traditions. In the second half, students read and gathered
information on customs and traditions in modern-day Japan. For the End of Unit 1 Assessment (Lesson
15), students will write a research-based informational paragraph about culture. The evidence that
students use will link the literary and informational texts.

B. Generating Criteria for a Research-Based
Informational Paragraph (12 minutes)
2. Work Time
A. Modeling and Guided Practice: Using Dragon of the
Red Dawn to Complete the Culture Research Matrix
Part A (20 minutes)
B. Modeling and Guided Practice: Using Exploring
Countries: Japan to Complete the Culture Research
Matrix Part B (20 minutes)
A. Reviewing the Writing Moves (5 minutes)
4. Homework
A. Share with someone at home what you did in class
today. How have you been reading like a researcher?
What have you learned about how to keep track of
your learning by taking notes on the Culture
Research matrix?
Preview Lesson 15 in advance. The work done in Lessons 13 and 14 is intended to be highly structured
and scaffolded to show students how to examine and synthesize the information theyve collected to
write a concise paragraph.
In this lesson, you model the process of gathering research on customs and traditions. Students both
observe and participate. They have a chance to record information on both customs and traditions.
Typically, research would require students to use multiple resources. The scaffolding in the second half
of the unit is designed to give students some basic experience with the steps involved in research and
show them how to use the information collected to write to a prompt.
In advance: Prepare the Culture Research Matrix anchor chart (a larger version of the recording form of
the same name; see supporting materials).
Review: Give One, Get One, Move On (GoGoMo) protocol (see Appendix).

Lesson Vocabulary
Materials
matrix, plan, informational, researchbased, ancient, modern
Index cards (three to five per student)

Criteria for a Research-Based Informational Paragraph anchor chart (new; teacher-created; see supporting materials)
Culture Research Matrix anchor chart (new; teacher created; see Teaching Notes)
Culture Research matrix (one per student)
Culture Research matrix (sample, for teacher reference; see supporting materials)
Exploring Culture anchor chart (from Lessons 1012)
Exploring Cultures: Japan (book; one per student)

Opening

Begin by acknowledging students hard work learning so much about the culture of Japan. Frame the work ahead, saying
something like: You have read both literary and informational texts and talked with your peers to learn about the culture of
Japan. Today, we will see how to go about choosing the important details from the research and then use it to complete a
Culture Research matrix.
Display the first learning target:
* I can record details about Japans customs on the Culture Research matrix.
Define the word matrix as a tool to organize information.
Display and ask students to deconstruct the second learning target:
I can identify criteria for a strong research-based informational paragraph. Circle the phrase research-based and ask
students what they think the phrase means. Clarify by telling students it means that the information within the paragraph
will come from the facts theyve gathered in their research.
Ask students to Think-Pair-Share: Why do thoughtful writers plan before they begin writing? Guide students toward an
understanding that planning is essential so writers know what they are going to write about and can begin to organize their
ideas before they actually write. Remind students about the good work they did in Module 1, planning their paragraph about
their own reading goals and about a librarian or organization that helps people access books around the world. They have
learned a lot as writers so far this year!

Opening (continued)
B. Generating Criteria for a Research-Based Informational Paragraph (12 minutes)

Distribute three index cards to each student. Have them write their first and last name at the top of each card.
Ask students to think about the qualities of a good paragraph. Inform students they will be sharing out what they think. Ask:
What does a quality paragraph need to have? Rather than have students share out at this point, direct them to write each
idea on a separate index card. Tell them to write their ideas carefully because other students will have to be able to read what
theyve written. Students do not need to write in sentence form. For example, they could simply write, strong topic
sentence, or detail sentences, or good word choice. Give students 2 minutes to write out their ideas. Have additional
index cards on hand for students who come up with more than three ideas. Students should keep their cards for now.
Reread the second learning target: I can identify criteria for a strong research-based informational paragraph.
Ask students if they feel theyve already met this target by writing their ideas on their index cards. Many will think the
answer is yes. However, students thinking needs to push into the research-based informational paragraph part of the
target.
Read the target aloud again somewhat slowly. Ask students to look again at their index cards and silently read them over.
Ask students if they feel they have any new ideas to write down on index cards. Give students 1 minute to write any new
ideas. Some students may feel satisfied with the cards they have, which is fine.

Opening (continued)
Tell students that they will be using a new protocol today called GoGoMo (which stands for Give One, Get One, Move On).
Explain how the protocol works.
Students will stand with their index cards in hand.

They mingle for approximately 15 seconds until you call out, Give One, at which time each will hand one of their cards to
the person nearest to them.
That student passes on his/her card as well, therefore each student will also Get One. Tell students that for now, they
are just trading their cards; later, they will read the cards they end up with.
Then you call out, Move On and students resume mingling and moving about.
After about 15 seconds, you again call out, Give One and students give another one of their index cards to the nearest
student, also getting a card before moving on when they hear you call out, Move On again.
Students should make sure to give out the cards they wrote first.
Address clarifying questions and then begin. GoGoMo should be quick and lively.
Rounds of GoGoMo continue until no student has any of their own cards left. This may require some students to give cards
they received from other students. Students should end with the same number of cards they started with.
At the end of GoGoMo, invite students to return to their seats with the cards they ended up with. Direct students to lay all
the cards out face up and read them. Students will feel a level of comfort reading ideas similar to their own. Its also possible
that they will end up with cards that have other ideas that they hadnt thought of or that another student may have had a
similar idea but stated it in a more concise way.
Tell students they will create a new Criteria for a Research-Based Informational Paragraph anchor chart (see the
sample in supporting materials as a reference: your chart should contain your students own language). Ask volunteers to
share a card with the class by reading it aloud, including identifying whose idea it is since names were written on the index
cards at the start of the activity. Chart the ideas on the new anchor chart.

Work Time
A. Modeling and Guided Practice: Using Dragon of the Red Dawn to Complete the Culture Research Matrix
Part A (20 minutes)
Add nonlinguistic symbols to the

Culture Research matrix to help
clarify the categories.
Point out that a strong research paragraph must begin with strong research!
Display the Culture Research Matrix anchor chart and distribute the Culture Research matrix. Invite students to
spend a few moments examining the matrix, then briefly turn and talk about what they notice.
Review that a matrix is a way to organize information. Today they are going to see how to organize the most important
information they have learned about customs and traditions of Japan.
Display the Exploring Culture anchor chart. Remind students that this anchor chart has information gathered from
their reading and research in Lessons 1012. Also remind students that they have gathered a lot of information from their
research on their recording forms from Lessons 412.
Consider allowing students to work

with a partner while planning and
choosing details. Each student
should complete their own
organizer and write their own
paragraph in the next lesson, but
the thinking work could be done in
pairs.
Model and think aloud to demonstrate how information can be placed within the matrix. Use the Culture Research
matrix (sample, for teacher reference) in supporting materials as a guide.
You and the students should have copies of Dragon of the Red Dawn and Exploring Countries: Japan on hand.
Read aloud the Part A directions. Tell students you will be working together to learn how to write an informative
paragraph using information from two different texts.
Begin by locating and recording examples of customs and traditions in Chapter 9 of Dragon of the Red Dawn. Tell
students you will reread the chapter together. When students hear evidence of a custom or tradition, they should raise
their hands so you can stop and record the information on the Culture Research matrix.
Model rereading the specified pages in Dragon of the Red Dawn. Encourage students to whisper-read along with you.
Stop and share your thinking as you find each custom or tradition. If students have difficulty knowing where to stop,
prompt them with questions like: I think there is information here that we need to record. Can anyone figure out what
part of the text Im referring to? Where should I record this information? What page number should I write down?
Proceed with filling in the matrix, guiding and reflecting, while taking input from the class.
When you have filled in the matrix, check for understanding. Ask students to show a thumbs-up, thumbs-down, or thumbssideways based to show how well they understand the process you modeled of having your notes and other materials out to
use and reference as you recorded things onto the matrix.
Clarify as needed and if necessary quickly repeat the steps for students, possibly even charting them.

B. Modeling and Guided Practice: Using Exploring Countries: Japan to Complete the Culture Research
Matrix Part B (20 minutes)
Explain that you have now gathered evidence that shows some of the customs and traditions of ancient Japan. The culture of
a country can change over time. How could you find out whether these customs and traditions are still part of modern day
Japanese culture? Lead students to recognize that they can use Exploring Countries: Japan to look for evidence that a
custom or tradition is still part of modern Japanese life today.
Using a process similar to the one used in Part A , show students how to search for more information on each of the customs
and traditions on the Culture Research matrix in Exploring Countries: Japan.
Emphasize using the index and table of contents, and scanning the photos and section heads to efficiently locate specific
information. Model entering additional information in Columns 3 and 4 on the Culture Research matrix.
For some of the customs and traditions identified, no additional information will be available in the nonfiction text. Be
sure to point out that this does not necessarily mean that this custom is no longer part of Japanese culture, just that more
research would be needed to confirm.


Invite students to name the steps that were taken as researchers and writers today. Listen for students to suggest:
1.
Reread sections of text, thinking about customs and traditions.
2. Record customs and traditions in Columns 1 and 2.

3. Going back into Exploring Countries: Japan, find information that supports customs and traditions from Columns
1 and 2.
4. Record additional information in Columns 4 and 5.
Ask students to turn and talk:
* What step seemed easiest? Why?

* What step seemed hardest? Why?
As time permits, share out some of students comments you overheard.
Homework
Share with someone at home what you did in class today. How have you been reading like a researcher? What have you
learned about how to keep track of your learning by taking notes on the Culture Research matrix?

Criteria for a Research-Based Informational Paragraph Anchor Chart

1. Opens with a clear topic sentence
2. Contains detail sentences within the body of the paragraph
3. Detail sentences contain facts based on documented research
4. Detail sentences show sentence variety
5. Words and phrasing are chosen that exhibit accuracy and interest
6. Shows attention to grade-appropriate control of spelling and mechanics
7. Closes with a conclusion sentence
11
Culture Research Matrix

Part A:
Directions: Reread pages 8695 in Dragon of the Red Dawn to find examples of some of the customs
and traditions in ancient Japan. Add three examples from the story to Column 1 of the chart below. Be
sure to include the page where you found the information in Column 2.
Please wait for your teachers directions before going on to Part B.
PART A
Column 1: Ancient Japanese
Custom or Tradition
PART B
Column 2:
Page in
Dragon of
the Red
Dawn
Column 3: More information

about this custom or tradition
from my research
Column 4:
Page in
Exploring
Countries:
Japan
12

Part B:
Directions: Use what you know about locating information in informational texts to find more
information about at least two of the customs and traditions on your chart in Exploring Countries:
Japan. Add this new information to Column 3 in the chart. Write the page number where you found
each piece of information in Column 4.
13

Part A:
Directions: Reread pages 8695 in Dragon of the Red Dawn to find examples of some of the customs
and traditions in ancient Japan. Add three examples from the story to Column 1 of the chart below. Be
PART A
PART B

Custom or Tradition
Column 2:
Page in
Dragon of
the Red
Dawn

from my research
Column 4:
Page in
Exploring
Countries:
Japan
After the fire, Jack saw

people drinking tea together
in the teahouse.
91
Tea is served with every

meal in Japan.
23
Annie said that the Cloud

Dragon put out the fire.
Basho told her most people
dont believe that anymore.
92
Jack and Annie bow to Basho

when leaving. He bows back.
They also said, Thanks.
95
A bow in Japan can mean

thank you.
13
14

Part B:
Directions: Use what you know about locating information in informational texts to find more
information about at least two of the customs and traditions on your chart in Exploring Countries:
Japan. Add this new information to Column 3 in the chart. Write the page number where you found
each piece of information in Column 4.
Use what you know about locating information in informational text to find more
information about at least 2 of the customs and traditions on your chart in Exploring
Countries: Japan . Add this new information to the third column in the chart. Write the
page number where you found each piece of information in the last column.
15

Writing a Research-Based Informational
Paragraph: The Culture of Japan, Continued

The Culture of Japan, Continued

I can express ideas using carefully chosen words. (L.3.3a)
Ongoing Assessment
I can assist in creating a plan for a research-based informational paragraph about a custom or tradition
of Japan using a Paragraph Writing Accordion graphic organizer.

Paragraph Writing Accordion graphic organizer
I can identify criteria for a strong research-based informational paragraph.

I can write sentences that are both accurate and interesting.

Agenda
Teaching Notes
1. Opening
The work in Lessons 13 and 14 is highly structured and scaffolded to show the students how to examine
and synthesize the information theyve collected to write a concise paragraph.
A. Unpacking Learning Targets and Reviewing the

Criteria for a Research-Based Informational
Paragraph (10 minutes)
2. Work Time
A. Modeling: Planning with the Paragraph Writing
Accordion Graphic Organizer (20 minutes)
B. Modeling: Writing a Paragraph Using the Graphic
Organizer (25 minutes)
4. Homework
A. Share with someone at home the work you did in
class today to write a research-based informational
paragraph. Tell them about how the accordion
organizer made the paragraph writing easier, better,
and more organized.
In this lesson, students plan an informational paragraph, first synthesizing their culture research into
categories on a Culture Research matrix, and then planning the paragraph using a modified accordion
graphic organizer from Module 1. Because the Paragraph Writing Accordion graphic organizer is
somewhat familiar to students, teachers may elect to only briefly review the tool rather than use lesson
time to reorient students to it and show a completed model. The Paragraph Writing Accordion graphic
organizer has been modified to support students in connecting literary text and informational text. Be
sure to carefully review this with students.
Students will write a similar paragraph on-demand in Lesson 15. The writing task in Lesson 15 is meant
as formative assessment. In Unit 2, students will receive additional instruction and practice in writing
research paragraphs. The results of the End of Unit 1 Assessment should inform your instruction as
students begin a similar process with new content in Unit 2.
In advance: Prepare a large chart to look exactly like the Paragraph Writing Accordion graphic organizer
shown in the Supporting Materials. Make sure its the one with all boxes blank except for the headings.
Or plan to just project a blank graphic organizer using a document camera.
In advance: Review the research-based informational paragraph (sample, for teacher reference; see
supporting materials) to use in Work Time C.
Lesson Vocabulary
Materials
research-based, categories, matrix,

plan, assist, explain
Criteria for a Research-Based Informational Paragraph anchor chart (from Lesson 13)
Culture Research Matrix anchor chart (from Lesson 13)
Paragraph Writing Accordion graphic organizer (blank; one to display)
Paragraph Writing Accordion graphic organizer (sample, for teacher reference; see supporting materials)
Research-based informational paragraph (sample, for teacher reference)

Opening
A. Unpacking Learning Targets and Reviewing the Criteria for a Research-Based Informational Paragraph
(10 minutes)
Tell students that today they will continue their work from Lesson 13. Review as needed, saying something like: You have
read both literary and informational texts and talked with your peers to learn about the culture of Japan. Today, we will see
how to go about choosing the important details from the research and then use them to complete a Culture Research
matrix.
Add nonlinguistic symbols to the

Culture Research matrix to help
clarify the categories.
Display and ask students to deconstruct the first learning target:
* I can assist in creating a plan for a research-based informational paragraph about a custom or tradition of Japan using a
Paragraph Writing Accordion graphic organizer.
Circle and discuss the words plan, informational, and paragraph, and add visuals as necessary to ensure that students
understand the target.
Consider allowing students to work

with a partner while planning and
choosing details. Each student
should complete their own
organizer and write their own
paragraph in the next lesson, but
the thinking work could be done in
pairs.
Circle the phrase research-based and review as needed. Clarify by telling students it means that the information in the
paragraphs they write will come from the facts theyve gathered in their research.
Underline the word assist and explain that the work done today will be shared and done together as a group. The reason for
this is to build some experience and a level of comfort for students before moving on to planning and writing their own
research-based informational paragraph.
Display and ask students to deconstruct the second learning target:
* I can identify criteria for a strong research-based informational paragraph.

Review the Criteria for a Research-Based Informational Paragraph anchor chart.
* Why do thoughtful writers plan before they begin writing?

Guide students toward an understanding that planning is essential so that writers know what they are going to write about
and can begin to organize their ideas before they actually write. Remind students about the good work they did in Module 1,
planning their paragraph about their own reading goals and about a librarian or organization that helps people access books
around the world. They have learned a lot as writers so far this year!

Work Time
A. Modeling: Planning with the Paragraph Writing Accordion Graphic Organizer (20 minutes)
Display and review the completed Culture Research Matrix anchor chart (from Lesson 13), which contains the
information charted on customs and traditions. Explain to students that you want to write a paragraph about two customs or
traditions in Japan.
Model thinking-aloud as you weigh your options for which custom to write about.
Perhaps start by saying: Hmm, when I look at my research matrix, I see I have several customs listed: bowing, drinking
tea, and the Cloud Dragon.
Then say something like: My paragraph is going to be about customs and traditions that are still part of Japanese culture
today. I notice that only some topics were found in both texts. There are also some topics that I feel I have stronger details
for. These are the customs and traditions I will choose to write about.
Remind students that great writers do not just start writing. They think hard and they plan. And when writers are writing an
informational piece, they make sure they have good information about their topic before they begin to write.
Continue by saying: As good writers always do, we will make a plan and organize our thoughts before we actually start
writing.
Project the Paragraph Writing Accordion graphic organizer. Ask students to remind themselves about how to use
the accordion graphic organizer by looking it over and thinking back to Module 1. Ask students questions about how this
organizer is different. (The difference is that students will be asked to give examples of how the informational fact was show
in Dragon of the Red Dawn).
You will now be modeling and completing a shared writing to demonstrate how information from the Culture Research
matrix can be placed within the Paragraph Writing Accordion graphic organizer. Use the Paragraph Writing Accordion
graphic organizer (sample, for teacher reference) as a guide for your modeling. As you think-aloud, model how to
fill in the accordion organizer. Continue doing this until it contains all of the information included on the Paragraph Writing
accordion graphic organizer (sample, for teacher reference).
Because students have experience with the Paragraph Writing Accordion graphic organizer, engage them in working with
you to craft each section of the organizer using the topic of bowing.
When the accordion organizer is fully filled in, ask students to give a thumbs-up, thumbs-sideways, or thumbs-down as a
check for understanding of the process you just modeled. Point out that you did not write in sentences, but rather used
short, but clear and correct phrases. Clarify as needed and if necessary quickly repeat the steps for students.

B. Modeling: Writing a Paragraph Using the Graphic Organizer (25 minutes)

Tell students that its time to actually write the paragraph. But first, have them briefly reflect on the steps that were taken
over the last several days.
They read and conducted research.
They took notes in an organized fashion.
They discussed what they were learning with their peers.
Say: You were shown how to pull information from your notes and place it in a Culture Research matrix. And following that,
we used the matrix to make an informed decision about what specific topic to write about. It seemed that the best decision
was to pick a topic that we had a lot of information about from both texts. Once the decision was made, you helped use the
matrix to fill in the Paragraph Writing Accordion graphic organizer.
Be purposeful about having the completed accordion graphic organizer out and visible as you write the paragraph. Use the
research-based informational paragraph (sample, for teacher reference) as a guide. Invite students to construct
the paragraph with you as you write , one sentence at a time, thinking-aloud as you go.
Make sure to think-aloud with each part of the paragraph (topic sentence, detail sentences, conclusion) and repeatedly
reference the graphic organizer. As you model and think-aloud, include language related to word choice and having sentence
variety.
After the paragraph is written, again show correct writing behavior by reading the paragraph aloud to check it for things like
sentence flow, grammar, capitalization, and punctuation. You should even do a final check of the graphic organizer to
demonstrate the step of being sure that all parts of the graphic organizer were addressed within the paragraph.
Note: Students will be asked to write a similar paragraph on-demand in Lesson 15. The writing task in Lesson 15 is meant as
formative assessment.


End the lesson by asking students to name the steps that were taken as researchers and writers over the past two lessons.
Listen for:
1. Reread sections of text, thinking about customs and traditions.
2. Record customs and traditions in Columns 1 and 2 of the Culture Research matrix.
3. Go back to Exploring Countries: Japan, finding information that supports customs and traditions from Columns 1 and
2.
4. Record additional information in Columns 4 and 5.
5. Plan paragraph in Paragraph Writing Accordion graphic organizer.
6. Draft paragraph.
Ask students to turn and talk with a nearby student about the hard work done today. Perhaps they can even share what step
they found difficult to understand or what step seemed easier or more straightforward for them. Listen in as students talk
and if theres time, you can share some of the things you heard students say.
Homework
Share with someone at home the work you did in class today to write a research-based informational paragraph. Tell them
about how the accordion organizer made the paragraph writing easier, better, and more organized.

Paragraph Writing Accordion Graphic Organizer

Describe two customs or traditions of ancient Japan that are still important in Japan today. Use
details from the chart you just completed and the accordion graphic organizer below to write a
paragraph describing these important parts of Japanese culture.
Topic:
Detail 1: From Exploring Countries: Japan
Detail 2: From Dragon of the Red Dawn
Conclusion:
Copyright 2013 by Expeditionary Learning, New York, NY.

All Rights Reserved.

Describe two customs or traditions of ancient Japan that are still important in Japan today. Use
details from the chart you just completed and the accordion graphic organizer below to write a
paragraph describing these important parts of Japanese culture.
Topic:
bowing and drinking tea are important customs

tea is served with every meal

people were drinking in the teahouse after the fire
Jack and Annie were in one earlier

bowing can mean thank you

Jack and Annie said, Thank you, to Basho and bowed
Conclusion:
bowing and drinking tea are two important customs from ancient Japan that are still
today

Sample Research-Based Informational Paragraph

(for Teacher Reference)
Japan has many customs and traditions that define its culture. Two important customs in
ancient Japan that are still used today are bowing and drinking tea. In Japan, people bow to each
other when they are greeting one another. Bowing can also be a way of saying, Thank you.
When Basho was leaving Jack and Annie, Jack said, Thank you, and they all bowed to each
other. Drinking tea is another important custom in Japan. Tea is served with every meal. In the
text Dragon of the Red Dawn, when Jack and Annie were heading home after the fire, they saw
people coming together and drinking tea in the teahouse. Bowing and drinking tea are important
customs in Japan. They are customs that have been around for many generations.


On-Demand Assessment: Informational Paragraph
on Japans Culture

Informational Paragraph on Japans Culture

I can write an informative text that has a clear topic. (W.3.2)
I can develop the topic with facts, definitions, and details. (W.3.2)
I can construct a closing statement on the topic of an informative text. (W.3.2)
I can use spelling patterns to spell words correctly. (L.3.2f)
I can express ideas using carefully chosen words. (L.3.3)
I can use text features to locate information efficiently. (RI.3.5)
Ongoing Assessment
I can write an informative paragraph about customs and traditions in Japan.
I can find specific information about ancient Japanese culture in a literary text.
I can use text features to locate information about modern day Japan efficiently.
I can write an opening sentence that identifies my topic.
I can support my topic with accurate details from text.
I can write a sentence to conclude my paragraph.
I can use wording and terms to help the reader learn about a custom or tradition of Japan.

Agenda
Teaching Notes
1. Opening
In this assessment, students pull together the reading, research, and writing skills they have developed
to connect literary and informational texts. Students will use the texts about Japan that they have been
working with to identify and write a paragraph about customs and traditions discussed in Dragon of the
Red Dawn that are still important in Japan today.

2. Work Time
A. End of Unit 1 Assessment Part A: Locating
Information in a Literary Text (15 minutes)
B. End of Unit 1 Assessment Part B :Locating
Information in an Informational Text (15 minutes)
C. End of Unit 1 Assessment Part C: On-Demand
Writing of an Informational Paragraph about
Japanese Culture (20 minutes)
A. Target Check, Celebrate, and Say Goodbye to Japan
(5 minutes)
4. Homework
A. Tell someone at home what five things you will
remember most about Japan.
This is the first formal writing in Module 2. Emphasize to the class that writing is more than just
organizing ideas or editing for conventions. To write well about something, you need to know a lot about
it. Students have been building knowledge about culture, and specifically about Japans culture, during
their reading and through the various other activities in Unit 1.
This End of Unit 1 Assessment requires students to draw information from two texts and to write an ondemand paragraph. While their work in Unit 1 should have made students familiar with each part of this
process, third graders are not yet expected to independently initiate and complete a short research
project. To provide some support, this assessment has been broken into three parts. Review and clarify
directions with students before they begin each part of the assessment. If needed, allow short stretch
breaks between sections. While you may clarify directions, it is important that all of the actual research
and writing in this section be done independently.
A sheet containing the writing prompt for the assessment is included in supporting materials. If
students need more writing space, provide lined paper. Alternatively, display the assessment writing
prompt and allow students to write on any lined paper or in a notebook or journal.
Assessment of students on-demand paragraphs will derive from the criteria for a research-based
informational paragraph (developed in Lesson 13), as well as the NYS four-point writing rubric. Note
that this writing also serves as formative assessment, since students will do similar writing again in Unit
2.

Lesson Vocabulary
Materials
End of Unit 1 Assessment: On-Demand Writing of a Research-Based Informational Paragraph (one per student)
Lined paper (optional; see Teaching Notes)
New York State Grade 3 Expository Writing Evaluation Rubric (for teacher reference)http://www.engageny.org/sites/default/files/resource/attachments/grade-3-ela-guide_0.pdf

Opening

Tell students that today they will complete a formal assessment in which they will, on their own, use much of what they have
been learning and practicing. They will need to:
1. Read informational and literary texts.
2. Identify examples of Japanese culture from both texts and record them on a graphic organizer.
3. Write a short paragraph to explain what they have found in their research.
Explain that students will need to refer back to both Dragon of the Red Dawn and Exploring Countries: Japan to complete
a graphic organizer and write a paragraph about Japans culture.
Encourage students to do their best. Let them know that this is a chance to show what they know and how much effort they
are making to read carefully and identify important details in an informational text. This also is an opportunity to
communicate some of the information they have learned in writing .
Ask students to listen as you read the learning targets aloud:
* I can write an informative paragraph about customs and traditions in Japan.

* I can find specific information about ancient Japanese culture in a literary text.
* I can use text features to locate information about modern day Japan efficiently.
* I can write an opening sentence that identifies my topic.
* I can support my topic with accurate details from text.
* I can write a sentence to conclude my paragraph.
* I can use wording and terms to help the reader learn about a custom or tradition of Japan.
For each target, ask students to give a thumbs-up if they are clear on what they will be expected to do, a thumbs-sideways if
they understand part but not all of what to do, and a thumbs-down if they are very unsure about what they should do.
Address any clarifying questions before beginning the assessment.

Work Time
A. End of Unit 1 Assessment Part A: Locating Information in a Literary Text (15 minutes)
Ask students to take out the two texts needed for the assessment: Dragon of the Red Dawn and Exploring Countries:
Japan. Distribute the End of Unit 1 Assessment: On-Demand Writing of a Research-Based Informational
Paragraph. You may also want to distribute sheets of lined paper, or have some available for students who need more
space to write (see Teaching Notes).
Allow ELLs additional time to

complete their paragraphs. They
will receive extra time on the New
York State assessment.
Read aloud the directions for Part A. Help students to locate pages 3640 in Dragon of the Red Dawn. You may want to
guide students in marking the beginning and ending pages of the section they are to work with, using sticky notes or
bookmarks. Clarify directions as needed for this section. Allow 15 minutes to complete Column 1 and Column 2 in the
graphic organizer in Part A independently.
B. End of Unit 1 Assessment Part B: Locating Information in an Informational Text (15 minutes)
Read aloud the directions for Part B. Answer questions as needed to clarify the directions. Be sure students understand that
they can look for information in any section of their Exploring Countries: Japan book.
Allow 15 minutes for students to locate information and add it to Column 3 and Column 4 of the chart.
If needed, allow a short stretch break before moving on to Part C.
C. End of Unit 1 Assessment Part C: On-Demand Writing of an Informational Paragraph about Japanese
Culture (20 minutes)
Read aloud the directions for Part C. Be sure students understand that the information for their paragraph will come from
the graphic organizer they have just completed.
Answer any clarifying questions students have. Remind students that they will have a lot of practice writing paragraphs this
year. Today, they are doing what is called on-demand writing: the best writing you can do in a set and limited time.
Give students 20 minutes to write their paragraphs. Circulate, supporting students only by providing general encouragement
and reminding them that the criteria for an effective paragraph is given in the assessment question. Students should
complete the writing independently for this on-demand assessment. For students who seem to struggle, praise their efforts
and encourage them to push on and try their best.

If students finish early, encourage them to reread and carefully check their responses. Then invite them to quietly read from
their Exploring Countries: Japan text, or to choose a text from the Recommended Texts list (or another text that fits with
the content of the unit) to read and enjoy while other students finish their writing.
Collect both the graphic organizer and on-demand paragraphs to assess.
A. Target Check, Celebrate, and Say Goodbye to Japan (5 minutes)

Post the learning targets again. Read each target aloud, asking students to engage in a quick target check. Tell them that
after you read the target, they should: give it thumbs-up if they felt they really got it, thumbs-sideways if they think they
need more work on this, or thumbs-down if they felt really confused by this and found it difficult. Assess student confidence
based on these responses.
Celebrate with students the good work they have done in learning about Japans culture and developing a research-based
informational paragraph. Tell them that in Unit 2, they will get to continue to build their knowledge about culture by
learning about a new country.
With any remaining time, allow students a final opportunity to enjoy and learn from Exploring Countries: Japan.
Encourage students to read with a partner or in a small group to promote a sense of community and celebration.
Homework
Tell someone at home what five things you will remember most about the wonderful country of Japan.

End of Unit 1 Assessment:

Part A:
Reread pages 3640 in Dragon of the Red Dawn to find examples of some of the customs and
traditions in ancient Japan. Add three examples from the story to Column 1 of the chart below. Be
PART A
Custom or Tradition
PART B
Column 2:
Page in
Dragon of
the Red
Dawn

from my research
Column 4:
Page in
Exploring
Countries:
Japan

Part B:
Now use what you know about locating information in an informational text to find more information
about at least two of the customs and traditions on your chart in Exploring Countries: Japan. Add
this new information to Column 3 in the chart. Write the page number where you found each piece of
information in Column 4.
Please wait for your teachers directions before going on to Part C.

Part C:
In reading Dragon of the Red Dawn, you learned a lot about the customs and traditions of ancient
Japan. In Exploring Countries: Japan you learned about the culture of modern day Japan. Some
Japanese customs and traditions were found in both books. These are customs and traditions that are
still important in Japan today. Use the graphic organizer you just completed to write a paragraph
about these important parts of Japanese culture.
Write a paragraph describing two customs or traditions that Mary Pope Osborne used in her book
that are still important in modern day Japan. Use details from the text to support your response.
In your response, be sure to:
introduce the topic
use specific facts and examples from both texts to describe each custom or tradition
choose words that express your ideas in an interesting and clear way
end with a concluding statement
Be sure to check your writing for correct spelling, grammar, capitalization, and punctuation.
10
End of Unit 1 Assessment: Sample Responses

Sample Response for Parts A and B: Note: Students must find three customs and traditions in
Dragon of the Red Dawn. They locate more information on any two of these in Exploring Countries:
Japan.
PART A
PART B

Custom or Tradition
Column 2:
Page in
Dragon of
the Red
Dawn

from my research
Column 4:
Page in
Exploring
Countries:
Japan
Special dance, women in

kimonos with white painted
faces
36
Called Kabuki, dancers

wear colorful costumes
and makeup
26
Sitting on a straw mat
39
Watched a kind of puppet

show with giant puppets
moved around by people in
black clothes
37
Puppet plays set to music

are called bunraku
26
11

Other possible responses:
PART A
PART B

Custom or Tradition
Column 2:
Page in
Dragon of
the Red
Dawn

from my research
Column 4:
Page in
Exploring
Countries:
Japan
Sitting on a straw mat
39
Straw mats are called

tatami, part of Japanese
tradition, most houses
have one
15
Going to a teahouse
38
Tea ceremony, special way

of making green tea
27
Eating sushi
40
Chefs top rice with raw fish

and wrap it in seaweed
23
12

Part C: Sample Response
Many of the Japanese traditions that Mary Pope Osborne wrote about are still important in Japan
today. The Japanese still enjoy puppet plays set to music, called bunraku. People wear black clothing
and work giant puppets like the Cloud Dragon in Dragon of the Red Dawn. They also watch special
performances called Kabuki. The dancers wear special makeup and colorful clothing just like the
women with white painted faces in kimonos that Jack and Annie saw when they crossed the great
bridge. Many of the traditions from long ago are still important to the Japanese.
Criteria:
1.
2.
3.
4.
5.
6.
7.
Opens with a clear topic sentence

Contains detail sentences within the body of the paragraph
Detail sentences contain facts based on documented research from both texts
Detail sentences show sentence variety
Words and phrasing are chosen that exhibit accuracy and interest
Shows attention to grade-appropriate control of spelling and mechanics
Closes with a concluding sentence
Use the 4-point rubric on the following page for determining scores on your paragraph in this
assessment.
13
New York State Grade 3 Expository Writing Evaluation Rubric

CRITERIA
CCLS
Essays at this level:
Essays at this level
CONTENT AND
ANALYSIS: the
extent to which the
essay conveys ideas
and information
clearly and
accurately in order
to support analysis
of topics or text
W.2,
R.19
clearly introduce a topic

in a manner that follows
logically from the task
and purpose
demonstrate
comprehension and
analysis of the text
clearly introduce a topic

in a manner that follows
from the task and
purpose
demonstrate gradeappropriate
comprehension of the
text
introduce a topic in a
manner that follows
generally from the task
and purpose
demonstrate a confused
comprehension of the text
introduce a topic in a
manner that does not
logically follow from the
task and purpose
demonstrate little
understanding of the text
demonstrate a lack
of comprehension of
the text or task
COMMAND OF
EVIDENCE:
the extent to which
the essay presents
evidence from the
provided text to
support analysis and
reflection
W.2
R.18
develop the topic with

relevant, well-chosen
facts, definitions, and
details throughout the
essay
develop the topic with

relevant facts, definitions,
and details throughout
the essay
partially develop the

topic of the essay with the
use of some textual
evidence, some of which
may be irrelevant
demonstrate an
attempt to use evidence,
but only develop ideas
with minimal, occasional
evidence which is
generally invalid or
irrelevant
provide no
evidence or provide
evidence that is
completely
irrelevant
14

CRITERIA
CCLS
4
3
2
1
0
COHERENCE,
ORGANIZATION,
AND
STYLE: the extent to
which
the essay logically
organizes
complex ideas,
concepts, and
information using
formal
style and precise
language
W.2
L.3
L.6
clearly and consistently

group related information
together
skillfully connect ideas
within categories of
information using linking
words and phrases
provide a concluding
statement that follows
clearly from the topic and
information presented
generally group related

information together
connect ideas within
categories of information
using linking words and
phrases
from the topic and
information presented
exhibit some attempt to

group related information
together
inconsistently connect
ideas using some linking
words and phrases
generally from the topic
and information
presented
exhibit little attempt at

organization
lack the use of linking
words and phrases
statement that is illogical
or unrelated to the topic
and information
presented
exhibit no
evidence of
organization
do not provide a
concluding
statement
15

CRITERIA
CCLS
4
3
2
1
0
CONTROL OF
CONVENTIONS:
the extent to which
the essay
demonstrates
command of the
conventions of
standard
English grammar,
usage,
capitalization,
punctuation, and
spelling
W.2
L.1
L.2
demonstrate gradeappropriate command of

conventions, with few
errors
demonstrate gradeappropriate command of

conventions, with
occasional errors that do
not hinder
comprehension
demonstrate emerging
command of conventions,
with some errors that may
hinder comprehension
demonstrate a lack of
command of
conventions, with
frequent errors that
hinder comprehension
are minimal,
making assessment
of conventions
unreliable
If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1.
Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0.
A response totally copied from the text(s) with no original student writing should be scored a 0.
16

Overview

Case Study:
Researching a Countrys Culture
Unit 2: Case Study: Researching a Countrys Culture

In Unit 2, students continue to develop their skills through careful reading of both
literary and informational texts. Class members extend their expertise of learning
about culture beyond Japan and begin studying three different countries. Students
build their ability to share learning about these countries through reading and
structured book discussions. The class begins the unit by reading a new Magic Tree
House book and discovering the evidence of culture within that country. They read
the book in class and at home, sharing and supporting each other through a
structured Book Club. Students are also supported to pay attention to key
vocabulary and begin a routine to practice reading fluently. For a mid-unit
assessment, students demonstrate their reading and discussion skills through a
two-part assessment in which they prepare key information to share with others
who have not read the same Magic Tree House book. Next, students continue to
hone their ability to read and understand informational text. The class builds its
knowledge of culture by closely reading Exploring Countries texts that correlate
with the country portrayed in the Magic Tree House book they read. Students
continue to learn more about how to use features of informational text when
learning about a topic. During this time, students are also expanding their
definition of what culture is. After learning from the Exploring Countries texts,
they are given a supplemental article that offers additional research to build their
content knowledge of the culture of their country. As an end of unit assessment,
students will demonstrate their skill with informational texts by reading excerpts
from a new text about a different country: France. Students also write an ondemand paragraph about the customs and traditions they discovered in this new
text.


Case Study:
Book Discussions and Text-Dependent Questions on the Magic Tree House Books
This assessment centers on standards NYSP ELA CCSS RL.3.1, RL.3.9, W.3.8, SL.3.1, and SL.3.3. After reading a Magic Tree
House book independently, students prepare for a small group discussion by gathering evidence from their notes on the
Expert Research Matrix. These written notes are collected at the end of the assessment and will be used to assess RL.3.1,
RL.3.9, and W.3.8. Students also work in triads t0 discuss key details about the plot of the book they have read and what they
have learned about their countrys culture. During the discussion, the teacher circulates, using a checklist to assess SL.3.1 and
SL.3.3.
This assessment centers on standards NYSP ELA CCSS RI.3.1, RI.3.2, RI.3.5, W.3.2, and W.3.8. In the second portion of Unit
2, students practiced using text features to locate information during a close reading of the informational texts about a country
featured in the Magic Tree House books. In this on-demand assessment, students apply these skills to an informational text
about a new country. Students locate information in the text and write a short, informative paragraph about the customs and
traditions in that country. The NYS 4-point writing rubric will be used to score this assessment.
Content Connections
the module intentionally incorporates Social Studies Practices and Themes to support potential interdisciplinary connections to this compelling content.
Big ideas and guiding questions are informed by the New York State Common Core K-8 Social Studies Framework:
of a culture, such as its institutions or literature, music, and art.
Descriptor 1: Form questions about the world in which we live (page 16 of 29).

Case Study:
Texts
1. Mary Pope Osborne, Magic Tree House #45: A Crazy Day with Cobras (New York: A Stepping Stone Book by Random House, 2011), ISBN: 978-0-375-86795-8.
(Enough texts for 1/3 of the class).
2. Mary Pope Osborne, Magic Tree House #33: Carnival at Candlelight (New York: A Stepping Stone Book by Random House, 2005), ISBN: 978-0-375-83034-1.
3. Mary Pope Osborne, Magic Tree House #34: Season of the Sandstorms (New York: A Stepping Stone Book by Random House, 2005), ISBN: 978-0-375-83032-7.
4. Jim Bartell, Exploring Countries: India (Minneapolis: Bellwether Media, 2011), ISBN 978-1-60014-555-1. (Enough texts for 1/3 of the class).
5. Lisa Owings, Exploring Countries: Iraq (Minneapolis: Bellwether Media, 2011), ISBN 978-1-60014-592-6. (Enough texts for 1/3 of the class).
6. Walter Simmons, Exploring Countries: Italy (Minneapolis: Bellwether Media, 2012), ISBN 978-1-60014-673-2. (Enough texts for 1/3 of the class).
7. Rachel Grack, Exploring Countries: France (excerpts) (Minneapolis: Bellwether Media, 2011), ISBN 978-1-60014-480-6. (no purchase necessary; excerpt only).
8. "Republic of Iraq." In CultureGrams Kids Edition 2013. Proquest. 2013. PDF.

Unit-at-a-Glance
This unit is approximately 3 weeks or 16 sessions of instruction.
Lesson
Lesson Title
Long-Term Targets
Supporting Targets
Lesson 1
Working with Peers to Ask and

Answer Questions: Launching
the Magic Tree House Books

understanding of a literary text.
(RL.3.1)
I can answer questions

(who/what/where) using specific details
from Chapter 1 of my Magic Tree House
book.

(SL.3.1)
Lesson 2
Working with Peers to Ask and

Answer Questions: Continuing
to Read and Discuss the Magic
Tree House Books

recording form (for Chapter
1)
Class Norms for

Conversation anchor chart
Book Discussion checklist
Holding a Book Discussion

anchor chart

recording form
Fluent Reader Criteria

anchor chart

anchor chart

meaning of words and phrases in
Chapter 1 of my Magic Tree House
book.
discussion with my peers about my
Magic Tree House book.
I can use the criteria of a fluent reader
to read aloud a selected part of my

I can retell Chapter 2

(who/what/where) of my Magic Tree
House book using specific details.
I can read third grade level texts

accurately and fluently to make
meaning. (RF.3.4)

meaning of words and phrases in
Chapter 2 of my Magic Tree House
book.

categories and taking notes. (W.3.8)


(SL.3.1)
I can identify, categorize, and record key

details from the assigned chapter that
connect with the customs and traditions
of my country.
Anchor Charts &

Protocols
I can explain why I chose specific details

to answer questions about the text.

understanding of a literary text.
(RL.3.1)

Ongoing
Assessment
Book Club Steps anchor

chart
Stars and Steps protocol

Unit-at-a-Glance
Lesson
Lesson Title
Long-Term Targets
Supporting Targets
Lesson 3
Building Confidence with Book

Clubs: Continuing to Read and
Discuss the Magic Tree House
Books

deepen my understanding of a
literary text. (RL.3.1)
I can retell the assigned chapter(s) of

my Magic Tree House book using
specific details (who/what/where).



words using clues from the story.
(RL.3.4)

meaning of words and phrases in the
assigned chapter(s) of my Magic Tree
House book.

conversation with my peers and
adults. (SL.3.1)
Ongoing
Assessment
Anchor Charts &

Protocols

recording form
Class Norms for Discussion

anchor chart
Book Club Steps anchor

chart

of my country.

Unit-at-a-Glance
Lesson
Lesson Title
Long-Term Targets
Supporting Targets
Lesson 4
Practicing Fluency and

Independent Book Clubs:
Continuing to Deepen
Understanding of Magic Tree
House books.





(RL.3.4)

House book.

meaning. (RF.3.4)
adults. (SL.3.1)
Ongoing
Assessment
Anchor Charts &

Protocols

recording form

anchor chart
Class Norms for

Conversation anchor chart

of my country.
I can use the criteria of a fluent reader
to read aloud a selected part of my

Unit-at-a-Glance
Lesson
Lesson Title
Long-Term Targets
Supporting Targets
Lesson 5

Finishing the Magic Tree House
books





(RL.3.4)

House book.

categories. (W.3.8)
adults. (SL.3.1)
Lesson 6
Beginning the Mid-Unit 2

Assessment: Expert Research
Matrix, Part 1

categories. (W.3.8)
Ongoing
Assessment
Anchor Charts &

Protocols

recording form

of my country.
I can record what I will share about my
Magic Tree House book on my MidUnit 2 Assessment: Expert Research
Matrix.
expert Research Matrix,
Part 1
Jigsaw protocol
Fishbowl Discussion
protocol


Unit-at-a-Glance
Lesson
Lesson Title
Long-Term Targets
Supporting Targets
Ongoing
Assessment
Anchor Charts &

Protocols
Lesson 7
Mid-Unit 2 Assessment, continued:

Fishbowl Discussion of Magic Tree
House books

meaning. (RF.3.4)
I can answer questions about my Magic

Tree House book using specific details
from the text.
Expert Research Matrix
(began in Lesson 6)
Procedure for Mid-Unit 2

Assessment Discussion
anchor chart

I can effectively engage in a

conversation with my peers about our
Teacher Assessment
Checklist for Discussion

anchor chart
I can compare and contrast stories

by the same author. (RL.3.9).
Fishbowl protocol
I can compare and contrast stories in

the Magic Tree House series.
I can effectively engage in

discussions with diverse partners
about third-grade topics and texts.
(SL.3.1)
I can express my own ideas clearly
during discussions. (SL.3.1)
I can build on others ideas during
I can ask questions when I am
confused about what a speaker is
saying. (SL.3.3)
I can answer questions to show what
I know when listening to a speaker.
(SL.3.3)

Unit-at-a-Glance
Lesson
Lesson Title
Long-Term Targets
Supporting Targets
Ongoing
Assessment
Anchor Charts &

Protocols
Lesson 8
Completing the Mid-Unit 2

Assessment: Continuing Fishbowl
Discussion and Completing Expert
Research Matrix, Part 2

meaning. (RF.3.4)
I can answer questions about my Magic

Tree House book using specific details
from the text.
Expert Research Matrix
(began in Lesson 6)
Procedure for Mid-Unit 2

Assessment Discussion
anchor chart

I can effectively engage in a

conversation with my peers about our
Assessment Checklist for

Discussion (begun in
Lesson 7)

I can effectively engage in
discussions with diverse partners
about third-grade topics and texts.
(SL.3.1)
I can compare and contrast stories in

the Magic Tree House series.
I can express my own ideas clearly

during discussions. (SL.3.1)
I can build on others ideas during
I can ask questions when I am
confused about what a speaker is
saying. (SL.3.3)
I can answer questions to show what
I know when listening to a speaker.
(SL.3.3)
I can compare and contrast stories
by the same author. (RL.3.9)

Unit-at-a-Glance
Lesson
Lesson Title
Long-Term Targets
Supporting Targets
Lesson 9
Close Reading: Launching the

Exploring Countries Books, Part
1
I can answer questions to deepen my

(RI.3.1)
I can learn about my country by doing

close reading, with teacher guidance, on
my Exploring Countries text.

given topic efficiently. (RI. 3.5)

find about my country.

(RI.3.7)

information in my Exploring Countries
text.
Ongoing
Assessment
Anchor Charts &

Protocols
(Italy Research Group only)
Hunt recording form
Informational Text
(Exploring Countries)
anchor chart
Fact Hunt/Flag Activity

recording form
Work Time Tasks anchor

chart

information about my country.

(RI.3.7)
Lesson 10

2
I can answer questions to deepen my

(RI.3.1)




(RI.3.7)

text.
Word Tracker homework

(from Lesson 9)
Work Time Task anchor

chart
(Iraq Research group only)

Hunt recording form


(RI.3.7)
10

Unit-at-a-Glance
Lesson
Lesson Title
Long-Term Targets
Supporting Targets
Lesson 11

3

deepen understanding of




(RI.3.7)

text.
Ongoing
Assessment
Anchor Charts &

Protocols
Word Tracker homework

(from Lesson 9)
Work Time Tasks anchor

chart
(India Research group only)
Concentric Circle protocol

Hunt recording form


(RI.3.7)
11

Unit-at-a-Glance
Lesson
Lesson Title
Long-Term Targets
Supporting Targets
Lesson 12
Using the Culture Research

Matrix: Learning and Talking in
Research Groups, Part 1


information in the Exploring Countries
text for my country.



(RI.3.7)

discussion with my Research Group
peers about the information found
within my Exploring Countries book.

(RI.3.7)
Ongoing
Assessment
Anchor Charts &

Protocols

recording form
Research Group Routine for

chart
Culture Categories anchor

chart

find about my country as I read.

(SL.3.1)
12

Unit-at-a-Glance
Ongoing
Assessment
Anchor Charts &

Protocols


recording form

chart


(book-specific)

chart

(RI.3.7)

Lesson
Lesson Title
Long-Term Targets
Supporting Targets
Lesson 13



(RI.3.7)


(SL.3.1)
13

Unit-at-a-Glance
Ongoing
Assessment
Anchor Charts &

Protocols


recording form

chart


(book-specific)

chart

(RI.3.7)

Lesson
Lesson Title
Long-Term Targets
Supporting Targets
Lesson 14



(RI.3.7)


(SL.3.1)
14

Unit-at-a-Glance
Lesson
Lesson Title
Long-Term Targets
Supporting Targets
Ongoing
Assessment
Anchor Charts &

Protocols
Lesson 15
Close Reading Supplemental

Articles: Gathering More
Culture Research and
Synthesizing Learning

I can identify the gist of my

supplemental article by reading the text
closely.

recording from:
Supplemental Articles
Things Close Readers Do

anchor chart

I can identify evidence of culture for my

assigned country by reading the text
closely.

Back-to-Back, Face-to-Face
protocol
I can record new evidence of culture on

my Culture Research Matrix recording
form.

(RI.3.7)
I can discuss how the culture of my

assigned country has stayed the same
from the past to the present.

(RI.3.7)
I can discuss how the culture of my

assigned country has changed from the
past to the present.

(SL.3.1)
15

Unit-at-a-Glance
Lesson
Lesson Title
Long-Term Targets
Supporting Targets
Lesson 16

Reading and Writing about a
New Informational Text:
Exploring Countries: France
I can write an informative text that has

a clear topic. (W.3.2)
I can answer questions about the culture

of France by reading excerpts from an
informational text closely.
I can develop the topic with facts,

definitions, and details. (W.3.2)
I can construct a closing statement on
the topic of an informative text.
(W.3.2)
(RI.3.1)
Ongoing
Assessment
Anchor Charts &

Protocols

Tracking My Progress, End
of Unit 2 recording form
I can identify the main idea of a

paragraph in Exploring Countries:
France by reading closely.
I can identify key details that support
the main idea in a paragraph from
Exploring Countries: France.
I can use text features to help me
answer questions about the text.
I can record evidence I find of customs
and traditions in France.
I can write an informative paragraph
about some of the customs and
traditions in France.

I can sort evidence into provided
categories. (W.3.8)
16

Case Study:

Experts:
Invite a guest speaker who has either lived in or spent significant time in Iraq, India, or Italy.
Invite an anthropologist who studies ancient and modern cultures.
Watch short video clips about the cultures of Iraq, India, or Italy.
Consider hosting a cultural event at school. Students could invite locals who have connections to these countries to share their experiences with others.
Fieldwork:
If there is a local museum that has exhibits on cultures around the world, that could offer expanded opportunities for learning about the culture of these countries.
Service:
Research organizations that are supporting service to these countries in various ways.
Library/media specialist: study of Iraq, India, or Italy through storybooks, poems, and other literature
Technology/media specialist: Explore the culture of these countries through searches on the computer (e.g., Web sites, online videos, maps, etc.).
17


This unit includes a number of routines.
1. Book Clubs/Research Groups

Book Clubs are a key design feature of this unit. For the purposes of this module, a Book Club is defined as a group of students reading and interacting with the same
texts. Students will work within their Book Clubs to actively practice the SL.3.1 standard. In the first half of the unit, these groups are called Book Clubs as they read
their Magic Tree House book. In the second half of the unit, the groups are renamed as Research Groups, to emphasize the skill they are working on as they research
more about their country.
Students will be assigned to a new country: Iraq, Italy, or India. They will again use a Magic Tree House book as a literary text to explore the customs and traditions of
their assigned country. They will also use a book within the Exploring Countries series as their primary informational text. Other informational texts will be available
in the form of articles for students to read. Using additional articles will allow them to expand their understanding of culture beyond customs and traditions.
The Magic Tree House books used in Lessons 1-8 are as follows: #33, Carnival at Candlelight (Italy), 590L; #34, Season of the Sandstorms (Iraq), 580L; and #45, A
Crazy Day with Cobras (India), 570L. The text level and number of chapters in the books differ, so teachers will have to group students according to the demands of
the texts. Group them strategically. Stronger readers should read A Crazy Day with Cobras (partially because this book has 12 chapters, which means students need to
read two chapters for some homework assignments). Struggling readers should read Carnival at Candlelight with 9 chapters, which means students will be able to
receive more in class support by reading 1 chapter in class and 1 for homework. This will allow for better support of the struggling readers during independent reading
time. It also will allow students who read at similar rates to discuss the text at required points in the story. Plan these groups carefully ahead of time.
When students are reading, they will sit together with fellow Book Club members at designated meeting spots, but each student will read the text silently and
independently. They will then use various recording forms to discuss their reading with their Book Club members. For these reasons, Book Club group size should not
exceed five; in most classrooms, there will be more than one Book Club for each country.
Each Book Club group will need a work area to gather to do their work. Decide in advance where each Book Club will meet. These meeting spots should stay consistent
throughout the unit. Consider the needs of each group; some may be comfortable and productive working on the floor, but others may need to be seated at a table or
collection of desks. Since conversation plays a critical role in this unit, meeting spots should allow for easy interactions. These meeting spots are introduced in this
lesson.
In the second half of the unit, the routines above continue, but students are reading informational text. The Exploring Countries books used in Lessons 9-15 are
Exploring Countries: Italy, Exploring Countries: India, and Exploring Countries: Iraq. These three texts are paired with the Magic Tree House books set in the same
country.
18

2. Graphic Organizers
In Unit 1, students were shown how to work with both literary and informational text to learn about the culture of Japan, with a focus on customs and traditions.
Routines were established that allowed them to capture details and gather evidence of customs and traditions. Many of these routines will be used in Unit 2. Some
recording forms used in Unit 1 are slightly altered to support the Book Club structure.
Students will have multiple copies of the Capturing Key Details recording form from various chapters of their Magic Tree House text as well the Capturing Key Details
recording form is reintroduced in this lesson and is used consistently during the reading of the literary text. Students use the Capturing Key Details recording form to
respond to their reading, strengthen vocabulary acquisition skills, and chart evidence of customs and traditions revealed within the text.
As a new recording form students will also use Book Discussion checklist in Lessons 1-5. Each day, students will get a new copy of each of these forms.
Establish a simple organization system so that they can keep track of their materials. A two-pocket folder is highly recommended. Materials used in Lessons 15 are
critical for the Mid-Unit 2 Assessment. All Unit 2 recording forms also need to be kept for use in Unit 3. Consider what organizational system will best help students
keep track of these recording forms. For example, you may want to use five different colors of paper, one for each day. Since the forms have the same title and will look
similar, having each days form on a different color paper may lessen confusion, particularly for those who have difficulty with organization.
In the second half of the unit, students use a Research Matrix to gather notes about their country. Preview Lesson 9.
3. Homework and Independent Reading

The Magic Tree House titles used range in length from nine to twelve chapters. These Magic Tree House books need to be read, in their entirety, before the mid-unit
assessment, which begins in Lesson 6. This means that some chapters will need to be read for homework. The homework routine includes reading and accountable
purposeful work that will help students further their understanding of the story and the countrys culture.
Students may finish the independent reading at different times; make sure there is a clear expectation outlined for those who finish ahead of other group members.
19

4. Supporting Struggling Readers

For students who need more support with independent reading, consider these supports:
1. Pull groups for guided support during reading.
2. Devote an instructional aide or another adult to supporting students while they read the chapters aloud. This gives students guidance with both decoding and
comprehension, as well as with adherence to the steps for Book Club.
3. Once students have completed a first read on their own, find another time in the day to review, as needed, and support their comprehension.
4. Provide audio recordings of the chapters to replace a first read for struggling readers.
For students unable to follow through with reading chapters for homework, other accommodations will need to be made to ensure that they do not fall behind with the
reading or have gaps in their learning.
20

Readers Calendar
The calendar below shows reading that is due daily for each Magic Tree House book..
Teachers can modify this document to include dates instead of lessons.
Students are responsible for reading chapters in class and at home.
Students will share what they have done in class through various protocols and recording forms.
Book: A Crazy Day with Cobras
Due at Lesson #

Prologue, 1
Prologue, 1
3 and Homework recording form
4-5
7-8
10-11
Book: Carnival at Candlelight
Due at Lesson #

Prologue, 1
Prologue, 1
Book: Season of the Sandstorms
Due at Lesson #

Prologue, 1
Prologue, 1
6-7

Reserved.
21

Recommended Texts
The list below includes texts with a range of Lexile text measures about India,
Iraq, and Italy. This provides appropriate independent reading for each student to
help build content knowledge about the topic. Note that districts and schools
should consider their own community standards when reviewing this list. Some
texts in particular units or modules address emotionally difficult content.
CCLS.
below grade band, within band, and above band. Note, however, that Lexile
measures are just one indicator of text complexity, and teachers must use their
professional judgment and consider qualitative factors as well. For more
information, see Appendix 1 of the Common Core State Standards.
Grades 23: 420820L
Grades 45: 7401010L
Title
Text Type
Lexile Measure
Lexile measures below band level (under 420L)

Camels
Megan Borgert-Spaniol (author)
Informational
325*
Tigers at Twilight
Literature
370
Rudyard Kiplings The Jungle Book

(adaptation)
Carl Bowen (author)

Gerardo Sandoval (illustrator)
Graphic Novel
370
*Lexile based on a conversion from Accelerated Reading level;
Title
Text Type
Lexile Measure
Lexile measures within band level (420820L)

Bengal Tigers
Lyn Sirota (author)
Informational
500
Italy
Annabel Savery (author)
Informational
550
Rama and the Demon King: An

Ancient Tale from India
Jessica Souhami (author)
Literature
550
A Crazy Day with Cobras
Literature
570
Season of the Sandstorms
Literature
580
Carnival at Candlelight
Literature
590
Monday with a Mad Genius
Literature
590
Monkey: A Trickster Tale from India
Gerald McDermott (author)
Literature
630
India ABCs: A Book about the People

and Places of India
Marcie Aboff (author)

Francis Moore (illustrator)
Informational
710
India in Colors
Nathan Olson (author)
Informational
710
Leonardo da Vinci: A Nonfiction

Companion to Monday with a Mad
Genius
Informational
740
Spotlight on Italy
Bobbie Kalman(author)
Informational
810
Day of the Blackbird: A Tale of

Northern Italy
Tomie dePaola (author)
Literature
810
Title
Text Type
Lexile Measure
Lexile measures above band level (over 820L)

Iraq
Mel Friedman (author)
Informational
840
The Golden Sandal: A Middle Eastern

Cinderella Story
Rebecca Hickox (author)

Will Hillenbrand (illustrator)
Literature
870
Iraq
Paul Mason (author)
Informational
940
Looking at Italy
Jillian Powell (author)
Informational
940
The Food of Italy
Sara Kras (author)
Informational
990
Ancient India Maurya Empire
John Bankston (author)
Informational
990
Children of the World: How We Live

Learn and Play in Poems, Drawings
and Photographs
Anthony Asael and Stephanie

Rabemiafara (authors)
Poetry
NP
Lets Celebrate: Festival Poems from

Around the World
Debjani Chatterjee and Brian DArcy

(Authors)
Shirin Adl (illustrator)
Poetry
NP
Book content may have higher-maturity-level text

Working with Peers to Ask and Answer
Questions: Launching the Magic Tree House Books

Working with Peers to Ask and Answer Questions:
Launching the Magic Tree House Books

I can ask questions to deepen my understanding of a literary text. (RL.3.1)
Ongoing Assessment
I can answer questions (who/what/where) using specific details from Chapter 1 of my Magic Tree
House book.
Capturing Key Details recording form (for Chapter 1)

I can explain why I chose specific details to answer questions about the text.
I can use context clues to determine the meaning of words and phrases in Chapter 1 of my Magic Tree
House book.
I can effectively participate in a discussion with my peers about my Magic Tree House book.

Agenda
Teaching Notes
1. Opening
Book Clubs are a key design feature of this unit. For the purposes of this module, a Book Club is defined
as a group of students reading and interacting with the same texts (both literary and informational).
Students will work within their Book Clubs to actively practice the SL.3.1 standard.
A. Launching Unit 2: Introducing Book Clubs and the

Magic Tree House Books (5 minutes)
B. Unpacking the Learning Targets (2 minutes)
2. Work Time
A. Magic Tree House Books Scavenger Hunt (16
minutes)
B. Launching the Book Clubs (25 minutes)
A. Debriefing the Discussion (10 minutes)
4. Homework
A. Finish Chapter 1 of your Magic Tree House book if
you did not do so in class.
B. Pick two paragraphs from Chapter 1 of your Magic
Tree House book that are interesting to you. Read
them aloud to someone at home or to yourself in
front of a mirror. Be prepared to share your fluency
selection in class tomorrow.
See the Unit 2 overview for details regarding how to group students, assign texts, ensure students have
an appropriate workspace, support homework routines, and support struggling readers.
Note that students need to have finished their Magic Tree House book by Lesson 7 (the mid-unit
assessment).
Note that when students are reading, they will sit together with fellow Book Club members at designated
meeting spots, but each student will read the text silently and independently.
This lesson includes intentional scaffolding to help students understand the steps they will be using in
their Book Clubs. Using a catch and release approach, a portion of the work will be modeled, then
released to students.
The Capturing Key Details recording form is reintroduced in this lesson and is used consistently during
the reading of the literary text in order to respond to their reading, strengthen vocabulary acquisition
skills, and chart evidence of customs and traditions revealed within the text. For each of the Capturing
Key Details recording forms, there are sample answers (for teacher reference) in the supporting
materials.
This unit also introduces a new Book Discussion checklist. Each day, in Lessons 15, students will get a
new copy of each of these forms. It is critical that students keep these forms for their assessments in
Units 2 and 3. See Unit 2 overview for details, including suggestions for systems to help students
organize their work.
In advance:
Locate a world map.
Post learning targets and Class Norms for Conversation anchor chart.
Decide whether you will use the provided Holding a Book Discussion anchor chart in the supporting
materials or co-create one with students during the Closing.
Review Fist to Five Checking in Checking for Understanding techniques (see Appendix).

Lesson Vocabulary
Materials
conversation, discussion, cite, notes,

opinion, evidence
Carnival at Candlelight (book; one per student in Italy Book Clubs and one for display)
Season of the Sandstorms (book; one per student in Iraq Book Clubs and one for display)
A Crazy Day with Cobras (book; one per student in India Book Clubs and one for display)
World map (one to display)
Class Norms for Discussion anchor chart (from Module 1, Unit 1, Lesson 4)
Magic Tree House Book Scavenger Hunt (one per student and one to display)
Capturing Key Details recording form (one per student for their assigned Book Club, and one to display)
Document camera or projector
Holding a Book Discussion anchor chart (new; teacher-created or co-created with students during Closing; see supporting
materials)
Book Discussion checklist (one per student)
Book Discussion anchor chart (new; teacher-created; see supporting materials)

Opening
A. Launching Unit 2: Introducing Book Clubs and the Magic Tree House Books (5 minutes)
Gather students together. Congratulate them on a successful completion of Unit 1. Tell students its time for them to leave
Japan and travel to new lands! Build up the excitement in whatever way suits your teaching style.
Display or project the covers of the three Magic Tree House texts: Carnival at Candlelight, Season of the
Sandstorms, and A Crazy Day with Cobras.
Explain that students will each read a Magic Tree House book in something called a Book Club. Tell them that they have
been placed in a Book Club with three or four other students. Each Book Club will focus on reading and discussing a Magic
Tree House book that is set in a different country. Tell students that they will be working closely with the other students in
their Book Club throughout Units 2 and 3.
Explain the Book Club by saying something like: As you read your Magic Tree House book, you will be sitting with your
Book Club members. You will be assigned chapters to read, but you will read on your own. You will read each chapter two
times, each time for a different purpose. The best thing about a Book Club is you get to have great conversations about what
youre reading with your Book Club members. This helps you to understand the story even better. You can share
observations with each other. You can ask questions of each other. You can answer other group members questions. A Book
Club is a fabulous way to experience a book.
Introduce the setting for each of the literary texts. Display a world map and show students the location of India, Iraq, and
Italy. Say something like: Just like Jack and Annie, who are always willing to explore new places and head to unknown
lands, you too will begin an exploration of a faraway land by journeying through a Magic Tree House text.
Direct students attention to the posted learning targets. Read aloud one target at a time, examining the language within
each target and allowing students to ask questions to clarify the targets meaning.
Use the Fist to Five Checking for Understanding technique as a way for students to show their understanding of each target.

Work Time
A. Magic Tree House Books Scavenger Hunt (16 minutes)
For groups with struggling readers,

provide strategic partnerships
within the group to support
students with the scavenger hunt.
Display the Class Norms for Discussion anchor chart.

Briefly review the norms by reading them aloud. Remind students of the need for discussion work to be authentic and
conversational. Students have used these norms since they were introduced in Module 1. Tell them that these conversation
norms will be more important than ever as they work in their Book Clubs.
Announce Book Club groups and which book each group will read.
Distribute students Magic Tree House books.
Distribute the Magic Tree House Book Scavenger Hunt recording form. Explain to students that the scavenger hunt
has three purposes:
to go on a book walk and notice things about the new book
Demonstrate for students how to

chunk the scavenger hunt by using
a piece of paper to cover the
sections that students are not
currently working on. This will help
to visually chunk the text and offer
support.
Read aloud the scavenger hunt to
support struggling readers.
to begin to develop a working relationship with fellow Book Club members

to deepen the ability to have conversations about a book
Tell students that throughout the unit, each Book Club will need a place to meet and work together. These locations will be
called meeting spots. Explain to groups that, for each lesson, it will be important for them to assemble quickly and quietly in
order to start working.
Tell Book Clubs their assigned meeting spots. Ask students to move to their meeting spots, taking their Scavenger Hunt
recording forms, books, and pencils with them.
After Book Club groups are settled in their meeting spots, direct students to begin the scavenger hunt. They should be
familiar with a book scavenger hunt from Unit 1, Lesson 8. Tell Book Club groups they have 12 minutes to complete as much
of the scavenger hunt as they can.
After 12 minutes, tell students you hope the scavenger hunt helped get them excited about going on a new Magic Tree House
adventure and learning about a new countrys culture through this literary text.

B. Launching the Book Clubs (25 minutes)

Redirect students whole group. Remind them about the Capturing Key Details recording form used in Unit 1. Explain that
this recording form has been modified for use in their Book Clubs. Tell them that today they will get to see the first portion of
this units Capturing Key Details recording form.
Distribute the Capturing Key Details recording forms and ask students to look them over. These are specific to each
book.
Ask for and clarify any questions about the recording forms.
Invite students to begin to independently read Chapter 1 in their Magic Tree House books and complete the
Where/Who/What details from Part A of the Capturing Key Details recording form. Tell them they have 10 minutes to do
this; if they do not finish, they may do so for homework.
After 10 minutes, invite students to share what they wrote in Part A with their Book Clubs. Remind them that they should
make sure their discussion sounds and looks like a conversation. Allow 3 to 5 minutes for the discussion. Included within
this will be one student doing a quick oral retelling of the chapter using the details recorded within Part A. Remaining group
members will offer feedback on the oral retelling.
Stop students after 5 minutes (or earlier if it appears groups are finished). Do a process-check by asking students how their
discussions went (Whats working well? What needs work?).
Tell students its time to move on to the next section of the Capturing Key Details recording form: Part BKey Words and
Phrases. Display using a document camera or projector one of the groups recording forms and direct students
attention to Part B.
Students should be familiar with working with context clues from Unit 1. Briefly review the steps for working with context
clues to ascertain the meaning of unknown words or phrases:
During this work time, you may

details from the text. Some will need
Additionally, the work with
unknown words and phrases will
likely need to be supported.
A parent volunteer can also be
assigned to any group that struggles
with the text complexity or would
benefit from assistance with task
management. It is important to
acclimate any parent volunteers to
the tasks and help them know what
level of assistance is expected and
allowed.
Read the sentence a few times, focusing on the unknown word or phrase.
Look at the other words in the sentence and think about clues the sentence gives you.
Consider the other sentences around the sentence containing the unknown word or phrase.
Try to replace the unknown word or phrase with a different word/phrase that seems to fit and make sense.

Explain to students that, for this part of the recording form, they will work together as a group. They will use their books and
turn to the pages indicated on the recording form. One group member should read the sentence that contains the word or
phrase aloud while the other members follow along in their own books. The group should then discuss what they think each
word or phrase means based on the text and then decide what to record together. The group members should also be able to
articulate what clues they used and record those on the recording form as well. Allow 10 minutes for this work.
Since its important to tier the task

and not the text, adjustments and
modifications may need to be made
for students who struggle. Some
suggestions include: providing
audio recordings, allowing students
to dictate written responses, and
highlighting context clues that
would allow students to determine
the meaning of the identified
unknown words. It is important that
these supports be gradually
removed as students gain the skills
they are designed to teach.


Invite students to return to their desks.
Either display the already-created Holding a Book Discussion anchor chart or co-create one with students by asking:
* What does a book discussion look like? What does it sound like?
If co-creating the anchor chart, write students responses.
Distribute the Book Discussion checklist. Have students fill in their names and the date, as well as the chapter number.
Using a document camera, project an enlarged version of the Book Discussion checklist to function as the Book
Discussion anchor chart. Orient students to the format and contents of the checklist by reading each of the criteria
aloud.
Ask students what additional things might need to be added to the Holding a Book Discussion anchor chart. Cold call
students to share out.
Review the three descriptors at the top of the Book Discussion checklist. Read each criteria and direct students to self-assess
by placing an X or a checkmark in the column that best matches their own discussion work today.
Students should then self-reflect to complete the question below the chart:
* What is a goal for yourself the next time you have a discussion?
Explain that deep, robust conversations about books are at the heart of Unit 2. Every day, students will have conversations
with their groups about what theyre reading. They will use the Book Discussion checklist to assess themselves on the
discussion criteria. It will be important for them to build their capacity for having meaningful conversations.
Emphasize that their work with their Book Club, and their notes, is a really important way for them to keep track of their
thinking. Encourage students to keep all of the checklists, so they can monitor their growth with discussion skills and see
patterns in their learning.
Homework
Finish Chapter 1 of your Magic Tree House book if you did not do so in class.
Arrange for students who do not

have the support at home to read to
an adult at school.
Pick two paragraphs from Chapter 1 of your Magic Tree House book that are interesting to you. Read them aloud to
someone at home or to yourself in front of a mirror. Be prepared to share your fluency selection in class for the next lesson.

Magic Tree House Book Scavenger Hunt

As you conduct the scavenger hunt, begin developing solid discussion habits with your
new Book Club group members.
Examine the cover of your Magic Tree House book. Look carefully at the details of the cover art.
What do you see? What do you notice? What does the cover art reveal about the story?
Read the Dear Reader letter from author Mary Pope Osborne. Does she reveal the reason for
writing your Magic Tree House story? What is it?
Examine the table of contents. Take note of how many chapters are in your book. Read and
think about the chapter titles. What chapter titles make you the most curious? What are some
things you think may happen in the story based on the chapter titles?
Read the epigraph (the quote on the page before the prologue). What does it mean to you? Why
do you think Mary Pope Osborne chose this quotation as the epigraph?
Use the paragraph breaks within the prologue and read it aloud as a group. What is the purpose
of a prologue? Why does Mary Pope Osborne include the same prologue in all the Magic Tree
House books?

Season of the Sandstorms, Chapter 1
Name:
Date:
Read, Think, Write, Talk
Part A Directions:
1. Read Chapter 1, and as you read, pay close attention to the key words and phrases listed on your
recording form.
2. Take notes in Part A about the where/who/what of the chapter.
3. After reading, discuss your notes with your group. Then have one person orally retell the chapter
using these details, followed by quick feedback from the group.
Part A: Retelling the story what are the important parts of the chapter?
place?



Part B Directions:
Now work as a group to examine the words/phrases listed in Part B. Through discussion, decide
together what notes to record.
Part B: Key words and phrases what do the words mean? Focus on the underlined
words/phrases.
Key word/phrase
What we think it means
What helped us understand it
Ch. 1, p. 6
Your mission is to journey to
Baghdad of long ago and help
the caliph spread wisdom to the
world.
Ch. 1, pp. 67
world.

Part A Directions:
recording form.
place?


Frog Creek woods
Jack
Get letter from Merlin
Magic Tree House
Annie
Travel to Baghdad to
spread wisdom
Travel to Baghdad

Part B Directions:
words/phrases.
Key word/phrase
Ch. 1, p. 6
world.
an important person
It says, You must help the

caliph. That means you might
be helping a certain person.
Ch. 1, pp. 67
world.
Spread is to cover and

wisdom is a sort of deep
knowledge, so it means to
share your deep
knowledge around the
world knowledge.
I broke apart the words I

knew: spread and wisdom.

Carnival at Candlelight, Chapter 1
Name:
Date:
Part A Directions:
recording form.
place?



Part B Directions:
words/phrases.
Key word/phrase
Ch. 1, p. 4
She stood up, drawing her
cloak around her.
Ch. 1, p. 5
He is also wary of magic being
used outside the realm of
Camelot.

Part A Directions:
recording form.
place?


Frog Creek
Jack
Magic Tree House
Annie
Jack and Annie go to the

tree house.
Kathleen
Teddy
Kathleen and Teddy tell

them that they are going
to use magic on a special
mission.
They are given a book
about Venice, Italy.
They go to Venice, Italy.

Part B Directions:
words/phrases.
Key word/phrase
Ch. 1, p. 4
She stood up, drawing her
cloak around her.
to pull
It said she was drawing her

cloak around her. A cloak is
like a coat, so she was pulling
it around herself to keep
warm.
Ch. 1, p. 5
He is also wary of magic being
used outside the realm of
Camelot.
careful
It said cautious before, and it

said that he is wary, or
careful, of magic outside
Camelot.

A Crazy Day for Cobras, Chapter 1
Name:
Date:
Part A Directions:
recording form.
take place?

What are the most important events in

this chapter?

Part B Directions:
words/phrases.
Key word/phrase
Ch. 1, p. 6
Morgan forbids us to try any
spells on our own, but I
disobeyed when I found a simple
one that turns things into stone.
Ch. 1, p. 9
You will have to pretend to
be ambassadors.

Part A Directions:
recording form.
take place?


this chapter?
school
Jack
Magic Tree House
Annie
Jack and Annie are leaving

school. Jack has good news
because he got an A+ on his story.
Kathleen
Teddy
Teddy and Kathleen see them and

tell them to hurry to the tree
house.
The penguin Penny has been
turned to stone and must be
saved. Teddy did this by mistake
with a spell.
Jack and Annie must help by
going to India to find an emerald
rose.
They will have to be ambassadors.
Annie will have to pretend to be a
boy. They also have some magic
to help them.

Part B Directions:
words/phrases.
Key word/phrase
Ch. 1, p. 6
doesnt allow, orders
not to
Morgan forbids us to try any
spells on our own, but I
disobeyed when I found a
simple one that turns things into
stone.
I can tell its a verb. I tried a

replacement and it seemed to
make sense.
Ch. 1, p. 9
You will have to pretend to
be ambassadors.
visiting ambassadors
famous people
ambassadors are
usually grown-ups
soldiers
representatives
I think that they are adults
who are important and visit
other places.

We will use the Class Norms for Discussion as our guiding principles.
We will be prepared by reading the same pages/chapters.
We will keep our conversation centered on the assigned topic. We will stay on task.
We will record our conversations through writing. We will use the assigned recording forms.
We will talk about what were reading by sharing our thinking with the group and asking questions.
We will encourage all members to be actively involved.
We will support each other when we are confused.
If we cant find an answer, we will seek help.
Book Discussion Checklist

Name:
Date:
Book: __________________________ Chapter(s): ______________________
#
Discussion Criteria
I read the pages I was assigned to read.
I am prepared for the discussion and have

my notes and book with me.
I follow our class norms for discussion.
I listen carefully and ask questions of

others to make sure I understand.
I share my ideas with my group members,

stay on topic, and explain my thinking.
I encourage and respect others opinions.
I answer questions from others in my

group.
I refer to the text to support my ideas. This

means I use page numbers and cite lines
or words as needed.
I need more work

or time with this.
Im getting
there.
Ive got
it!
What is a goal for yourself the next time you have a discussion?

Working with Peers to Ask and Answer
Questions: Continuing to Read and Discuss the
Magic Tree House Books

Continuing to Read and Discuss the Magic Tree House Books

I can read third grade level texts accurately and fluently to make meaning. (RF.3.4)
I can document what I learn about a topic by sorting evidence into categories and taking notes. (W.3.8)
Ongoing Assessment
I can use the criteria of a fluent reader to read aloud a selected part of my Magic Tree House book.
Capturing Key Details recording form
I can retell Chapter 2 (who/what/where) of my Magic Tree House book using specific details.
I can use context clues to determine the meaning of words and phrases in Chapter 2 of my Magic Tree
House book.
I can identify, categorize, and record key details from the assigned chapter that connect with the
customs and traditions of my country.

Agenda
Teaching Notes
1. Opening
In this lesson, students continue to read, write, and discuss their Magic Tree House books with the
Book Clubs established in Lesson 1.
A. Engaging the Reader: Fluency Partners (7 minutes)

2. Work Time
A. Review Book Discussion Checklist (2 minutes)
B. Magic Tree House Book Clubs: Parts A and B of
Capturing Key Details Recording Form (12
minutes)
C. Magic Tree House Book Clubs: Parts C and D of
Capturing Key Details Recording Form (26
minutes)
4. Homework
A. Read the assigned chapter. Complete the homework
version of the recording form.
Book pacing and homework chapter (see Unit 2 overview for a Reading Calendar for each Magic Tree
House book)
A Crazy Day with Cobras: Chapter 2 in class; Chapter 3 as homework
Carnival at Candlelight: Chapter 2 in class; Chapter 3 as homework
Season of the Sandstorms: Chapter 2 in class; Chapter 3 as homework
In the Opening, students choose one member of their Book Club to be their fluency partner. This same
person will be their fluency partner later in the unit, as well. Students read the paragraphs they chose
for homework in Lesson 1 to their fluency partners. Their partners should offer them specific,
constructive feedback while also identifying their strengths. Consider using the Stars and Steps protocol.
As in Lesson 1, there is intentional scaffolding used throughout Work Time to help students understand
the steps they will be using in their Book Clubs. Using a catch and release approach, a portion of the
work will be modeled, and then released to students. With each new step, students will be pulled back
in with teacher modeling before being released again to work more independently.
For many lessons in this unit, students will be given a new Book Discussion checklist and Capturing Key
Details recording form for the days work. To save time in the lesson and to streamline logistics,
distribute the checklist and recording form to students before the start of the lesson. If students are
using a two-pocket folder for the unit materials (highly recommended), the checklist and recording form
could be placed in their folders before the lesson.
Remember that the Capturing Key Details recording form is book-specific. The focus question is the
same for all groups and will be consistent over the next three days, as well.
You may want to suggest that when students observe the group or themselves using one of the behaviors
on the Book Discussion checklist, they place a small tally mark within the appropriate box in the leftside column. At the end of the lesson, the areas of the checklist with many tallies will show them which
discussion behaviors are more secure for them, and this will help with their self-assessments.
Remind students that materials used in Lessons 15 are critical for the Mid-Unit 2 Assessment. Be sure
students have a organization system for students to keep track of their materials.

Agenda

This is the first lesson requiring a chapter to be read for homework. The homework also includes a
recording form that is an abbreviated version of the steps followed in class. For students who are unable
to complete reading chapters for homework, make other accommodations so that they do not fall behind
in the reading or have gaps in their learning.
Preview the mid-unit assessment (Lesson 7), which centers on speaking and listening standards.
Students will discuss evidence of culture found in their Magic Tree House text. In addition, they will
compare and contrast the setting of their books with the settings of the other two Magic Tree House
titles. They will have an opportunity to prepare for the discussion ahead of time.
Note that this lesson includes fluency work. For more details regarding how to support students with
fluency, see the stand-alone document Foundational Reading and Language Standards: Resource
Package for Grades 3-5. See in particular the Fluency Packet.
For students who will move quickly through their Magic Tree House text, encourage them to read
additional texts on this topic from the Unit 1 Recommended Texts list. Review this list in advance.
Consider any books from the public, school, classroom, or home libraries that fit the content of the
module. This module assumes that you have established a clear and purposeful system in place to
engage students in independent reading consistently and regularly. See the stand-alone document
Foundational Reading and Language Standards: Resource Package for Grades 3-5. See in particular the
document Independent Reading: the Importance of a Volume of Reading and Sample Plan.
One specific purpose of this unit is to get students hooked on a book series (Magic Tree House), in
alignment with RL.3.9.
There are many Checking for Understanding techniques (see Appendix) to see whether a concept or
learning target has been understood or reached. In this module, Fist to Five is commonly used. Other
engaging, yet quick techniques can be used interchangeably, depending on the need or purpose, as a
way for students to self-assess their level of understanding while making you aware as well. based on
your preferences and the needs of your students (e.g. for physical movement, visual cues, etc.). Some
techniques include: Thumb-O-Meter, Glass-Bugs-Mud, Red Light-Green Light, Sticky Bars, Learning
Line Ups, Human Bar Graph, and Table Tags.
In advance:
Post learning targets, Fluent Reader Criteria anchor chart, Holding a Book Discussion anchor chart.
Create and post the Book Club Steps anchor chart.

Lesson Vocabulary
Materials
criteria, cite, notes, opinion, customs,

traditions, evidence
Magic Tree House books (one per student for their assigned Book Club group)
Fluent Reader Criteria anchor chart (begun in Module 1, Unit 2, Lesson 8; also provided in supporting materials for this
lesson)
Book Discussion checklist (from Lesson 1; one new blank copy per student; see Teaching Notes)
Document camera
Capturing Key Details recording form (one per student for their assigned Book Club and specific chapter; see Teaching
Notes)
Capturing Key Details recording form (answers, for teacher reference, for each of the assigned Magic Tree House books and
specific chapters)
Book Club Steps anchor chart (new; teacher-created; see supporting materials)
Holding a Book Discussion anchor chart (begun in Lesson 1)
Lesson 2 Homework: Chapter 3 (one per student)
Lesson 2 Homework: Chapter 3 (answers, for teacher reference)

Opening

Congratulate students on a great first day. Remind them of their Lesson 1 homework.
Offer coaching strategies for fluency

partnerships, such as having one
partner read aloud and the other
repeat, or reading together.
Direct students to take their Magic Tree House books and join their Book Clubs at their designated meeting spots.
Remind them that in Unit 2 of Module 1, they worked very formally on oral reading fluency by saying something like:
* Back in Module 1, we developed a list of criteria of what makes a fluent reader. This list contained characteristics of a
fluent reader. We had five main criteria: phrasing, rate, observing punctuation, expression, and accuracy.
Direct students to the posted learning targets and read the first one aloud:
* I can use the criteria of a fluent reader to read aloud a selected part of my Magic Tree House book.
Tell students they are now going to focus on addressing this learning target.
Display the Fluent Reader Criteria anchor chart. Go through each of the criteria. Explain and expand as necessary.
Tell students to spend 2 minutes softly reading aloud the passage they selected for homework to themselves, focusing on
reading fluently. They can refer to the anchor chart as often as necessary.
Invite students to choose one member of their Book Club to be their fluency partner for today and move to sit with that
person.
Ask students to read their selected fluency paragraphs to their fluency partner. After they are done reading, their partner
should provide them with verbal feedback about their fluency using the sentence frames: I like how you_______ and I
think you would be more fluent if you_______.

Opening (continued)

Redirect students attention to the learning targets and read the next three aloud:
When unpacking a learning target

with key words, consider using a
different pen/marker to highlight or
circle the key words that are being
focused on.
* I can retell Chapter 2 (who/what/where) of my Magic Tree House book using specific details.
* I can use context clues to determine the meaning of words and phrases in Chapter 2 of my Magic Tree House book.
* I can effectively participate in a discussion with my peers about my Magic Tree House book.
Point out that these three targets are identical to those in Lesson 1, except that they are working with a new chapter from
their Magic Tree House books.
Read the final learning target:
* I can identify, categorize, and record key details from the assigned chapter that connect with the customs and traditions
of my country.
Deconstruct the target by underlining the key words identify, categorize, and record and asking students to name other
words that mean the same thing (such as tell, sort, write). Ask students if they have additional questions about the targets
meaning. It may be necessary to review the meaning of the words details, customs, and traditions.
\
Work Time
A. Review Book Discussion Checklist (2 minutes)

Direct students to return to their desks.

Distribute a new Book Discussion checklist to students. Using a document camera, display the checklist so you can
gesture to the criteria as you review its format.
Read each of the criteria and remind students of the need to focus on these discussion behaviors when they are with their
group. Students will not complete the Book Discussion checklist until later. However, having the checklist now to refer to
will help them focus on the discussion behaviors as they work.

Work Time (Continued)
B. Magic Tree House Book Clubs: Parts A and B of Capturing Key Details Recording Form (12 minutes)

want to pull a group aside to
support. Some students will need
Distribute the Capturing Key Details recording forms to the respective groups.
Briefly tell students that the version of this recording form for todays work includes a Part C and Part D. Tell them that for
now, they should direct their attention only to Parts A and B, which they are familiar with from Lesson 1.
Display one of the Capturing Key Details recording forms via the document camera.
Review the directions listed as First Read Directions (directions for Parts A and B). Students are familiar with these steps
from Lesson 1. Read the directions one at a time, pausing after each to clarify if needed.
Direct students attention to the heading First Read Directions. Say something like:
* Starting today, you will read each chapter two times, each time for a different purpose or with a different focus. When
you read Chapter 1 yesterday, you completed Part A: where/who/what and Part B: key words and phrases. That was the
work of your first read of a chapter. Were going to practice that again right now with Chapter 2.
Have students assemble their materials and move to their Book Clubs designated meeting spots. They need:
Magic Tree House book
Pencil with an eraser
Continue to reinforce the Book Club routine by giving specific positive feedback for groups that make a quick and quiet
transition.
Even though students will be

grouped somewhat by ability, they
may finish the independent reading
at different times, so make sure
there is a clear expectation about
what to do if they finish ahead of
other group members.
Consider the use of a literacy aide or
other adult who can also circulate
and assist groups with the
procedural steps.
supports all learners, but especially
Have students independently read Chapter 2 and complete Part A of their Capturing Key Details recording form.
Then, invite group members to take 1 or 2 minutes to share and discuss the evidence they recorded in Part A, followed by a
transition to Part B to work with the identified key words and phrases together as a group through discussion.
As groups are working, circulate and focus primarily on the process of this work. Jot down specific observations to share
with the group as a whole (both actions to praise and also cautions).

C. Magic Tree House Book Clubs: Parts C and D of Capturing Key Details Recording Form (26 minutes)

evidence from the text. Some will
need more guided practice before
they are ready for independent
work.
Refocus students whole group. Praise their efforts and accomplishments with Parts A and B. Briefly share your observations
from Work Time B, providing both positive feedback and cautions.
Direct students attention to the Second Read portion of the displayed Captured Key Details recording form.
Tell them to look closely at Part C. Ask them if Part C looks familiar. They should easily recognize this part of the recording
form as the same chart they used when reading Dragon of the Red Dawn in Unit 1. Ask:
* What do you remember about using this type of chart?

Now draw students attention to the Second Read Directions. Remind them that they will read each chapter two times
from now on. Go over the Second Read Directions together.
Make special note of Step 2: Reread the chapter(s) on your own, recording text evidence in Part C that supports the focus
question.
Make it very clear to students that this means that as they are reading, if they come across a custom or tradition, they will
pause in their reading long enough to record the evidence in the Part C section of their recording form. So, rather than
rereading the chapter and then going back to look for evidence to record, they should record as they read. Clarify any steps
as necessary.
Students who struggle to recognize

evidence of culture found within the
text may need extra support and
additional opportunities to do this
kind of work using other similar
material.
According to the directions, before group members begin reading Chapter 2 a second time, they first need to examine the
focus question together and discuss what evidence they will be looking for. Tell students this should take them 1 or 2
minutes. After that, they will independently read Chapter 2 again.
Ask students to proceed with working on Part C. As groups are working, circulate and focus primarily on the process of this
work. Jot down specific observations to share with the group as a whole (both actions to praise and also cautions).
Refocus students attention whole group. Briefly share your observations from Part C, both the positives you observed and
the cautions.
Students are now ready for Part D of the Capturing Key Details record form:
* Revisit the focus question with your group. Have a robust discussion and record your response in Part D.
Clarify this step as necessary. Invite students to complete Part D. Since they will be discussing the focus question before
writing their response, its very likely that students within a given group will have identical or similar responses. This is
perfectly fine, since it means that students are socially constructing meaning, deepening their learning through talking with
each other.

When reviewing anchor charts, use

a document camera to more
prominently display the anchor
chart for students who struggle with
smaller sharing mechanisms such as
chart paper.
Direct students to return to their desks. Help them to reflect on all they accomplished today and to think about the specific
actions they took. Say something like: The Capturing Key Details recording form was so important to todays work. It served
as a guide to the steps you needed to take in your Book Club.
Review the Book Club Steps anchor chart with students:
1. Read the assigned chapter for the first time.
2. Record in Part A (where/who/what).
3. Discuss Part A evidence with group members.
4. Work with key words/phrases in Part B with group members and record thinking.
5. Read the focus question with group members and discuss what kind of evidence you will be looking for when you read
the chapter again.
6. Reread the assigned chapter and, while reading, record evidence of culture (customs and traditions) in Part C.
7. Share and discuss text evidence recorded in Part C with group members.
8. Revisit the focus question with group members and record a response.
Display the Holding a Book Discussion anchor chart from Lesson 1. Remind students that this anchor chart identifies
the things that the class agreed would occur in a book discussion.
Direct students attention to their Book Discussion checklist. Have them fill in their names and the date, as well as the
chapter number.
Quickly review the three descriptors at the top. Read each criteria and direct students to self-assess by placing an X or a
checkmark in the column that best matches their own discussion work today.
Encourage students to truly be self-reflective and establish a concrete and appropriate goal for themselves.

Distribute Lesson 2 Homework: Chapter 3.
If students lack support at home

and are unable to follow through
with this homework, make other
accommodations so that they do not
fall behind with the reading.
Direct students to look over their homework task. Tell them that the homework is a shortened version of the longer
Capturing Key Details recording form used in todays work with Chapter 2. Clarify as needed.
Stress the importance of completing this work for homework carefully. All groups will be starting up with Chapter 4 in
tomorrows lesson, so it is imperative that they read Chapter 3 for homework.
Homework
Consider preparing audio

recordings of the texts used in the
module.
Read the assigned chapter of your Magic Tree House book and complete the shortened version of the Capturing Key Details
recording form. Be sure to bring your book back to school.
Note: The Book Discussion checklist from this lesson will be used at the beginning of Lesson 3.
Accuracy
I can read the words correctly.
Phrasing
I can group the right words together as I read to help the words flow.
Rate
I can read like I talk, and I stop only when it makes sense in the text.
Observing
Punctuation
I can pay attention to the punctuation, and I use it to help me know how
to read the text.
Expression
I can use expression to read, and it helps me understand the story.

Name:
Date:
Part A Directions:
1. Read Chapter 2 and, as you read, pay close attention to the key words/phrases listed on your
recording form.
take place?


this chapter?
Note to group: Complete all Part A work before moving to Part B.

Part B Directions:
words/phrases.
Key word/phrase
Ch. 2, p. 10
Burning sunlight was flooding
into the tree house.
Ch. 2, p. 12
During that time, a ruler
known as a caliph governed an
empire that stretched for
thousands of miles.
Ch. 2, p. 13
Okay, okay--- Annie broke in.

Second Read Directions:
1. Read the focus question as a group. Discuss what evidence you will be looking for.
How did recognizing customs or traditions help you understand the culture of your country?
2. Reread the chapter(s) on your own, recording text evidence in Part C that supports the focus
question.
3. Share and discuss text evidence recorded in Part C with your group.
4. Revisit the focus question with your group. Have a robust discussion and record your response in
Part D.
Part C: Focusing on culture what evidence of customs or traditions did you find in this chapter?
Customs and Traditions: Evidence from the Text
Page
number(s)

Note to group: Hold a discussion after the second read.
Part D: Focus question: How did recognizing customs and traditions help you
understand the culture of your country?

Part A Directions:
recording form.
take place?


this chapter?
Desert near Baghdad
Jack
Annie
Land in the desert near

Baghdad
helpers on camels
Sandstorm comes
Use magic rhyme to get helpers
to them

Part B Directions:
words/phrases.
Key word/phrase
Ch. 2, p. 10
Burning sunlight
was flooding into the tree
house.
pouring or streaming
Bright sunlight would pour

through windows like a flood
of water.
Ch. 2, p. 12
During that time, a ruler
known as a caliph governed an
empire that stretched for
thousands of miles.
a ruler
Its defined directly in the

sentence.
Ch. 2, p. 13
Okay, okay--- Annie broke
in.
interrupted
Theres a little line after

Annies second okay that
means she stopped speaking.
This may mean that feels she
annoyed or upset.

question.
Part D.
Page
number(s)
Wearing head cloths and long robes in the desert (protection from heat
and blowing sand)
pp. 1011
Caliphs were rulers at this time period.
p. 12
Baghdad was a center for learning and trade.
p. 12
Using camels as a means of transportation and to carry people and goods;

traveling in caravans (groups of travelers)
p. 17

I can tell that the country where this story takes place is in a desert. They have to use
things like camels because it helps them survive. The people there have to learn how to
survive in a place that is hot and dry.

Name:
Date:
Part A Directions:
recording form.
take place?


this chapter?

Part B Directions:
words/phrases.
Key word/phrase
What helped us understand

it
Ch. 2, p. 12
A man called a gondolier stands
in the back of the boat and uses a
long oar to propel the gondola
through the water.
Ch. 2, p. 12
through the water.
Ch. 2, p. 17
The persons voice was muffled
behind the white mask.

question.
Part D.
Page
number(s)


Part A Directions:
recording form.
take place?


this chapter?
Venice, Italy
Jack
In a boat
Annie
Jack and Annie land in Venice

dressed in clown clothes with
red slippers.
two people in bird

costumes
They get into a gondola and go

to the Carnival.
A storm is coming, and the
water is rough. Jack is nervous.

Part B Directions:
words/phrases.
Key word/phrase

it
Ch. 2, p. 12
a person who drives the
A man called a gondolier stands boat
through the water.
It says that a man called a

gondolier stands in back of
the boat and uses a long oar
to propel the gondola
through the water.
Ch. 2, p. 12
to move
through the water.
It says an oar is used, and

oars move boats like
rowboats and canoes.
Ch. 2, p. 17
The persons voice was muffled
behind the white mask.
covered or mumbly
sounding
The mask would make

someones voice harder to
hear, like if you have your
hand partly over your
mouth.

question.
Part D.
Page
number(s)
Wearing costumes and mask in Venice during Carnival
pp. 11, 17
18
Traveling on the canals (waterways) in Venice using boats and gondolas

(there are no roads in Venice)
p. 12
Carnival (famous yearly festival) in Venice
p. 19

In this chapter, I learned that Italy has a special festival called Carnival. People dress in
costumes. I think that people must like to celebrate by dressing up, like we do on
Halloween.

A Crazy Day with Cobras, Chapter 2
Name:
Date:
recording form.
take place?


this chapter?

Part B Directions:
words/phrases.
Key word/phrase

it
Ch. 2, p. 14
The trees stood next to a red
fort with a moat, a drawbridge,
and massive red battlements.
Ch. 2, p. 14
Ch. 2, p. 14
Yeah, and theres a bazaar like
the one we saw in Baghdad,
said Jack.

question.
Part D.
Page
number(s)


recording form.
take place?


this chapter?
Magic Tree House
Jack
Red Fort in India
Annie
Jack and Annie land in a

crowded city in India. They are
dressed in clothes like
ambassadors. Jack still has his
bag with his schoolwork in it.
guard
They see the palace and a

bazaar. They also see the other
ambassadors going into the
palace.
They make a plan to run after
the ambassadors and pretend
they are trying to catch up.
A guard stops them. They
explain that they are
ambassadors who are young
and learned. Jacks bag has the
gifts for the Great Mogul.

Part B Directions:
words/phrases.
Key word/phrase

it
Ch. 2, p. 14
a special bridge
moat
a bridge that closes
breaking up the word into

two parts: draw and
bridge
I think it is a bridge that can

be raised and lowered. I
think that because of the
picture and because it
reminds me of ancient
castles.
the picture helps
Ch. 2, p. 14
part of the castle
It has the word massive

before it, and massive
means really big. There
are battles at castles, so
battlements might be the big
walls around a castle.
Ch. 2, p. 14
Yeah, and theres a bazaar like
the one we saw in Baghdad,
said Jack.
a market
street lined with tents and

stalls
I think that a bazaar is a

market where people buy
and sells things.
the pictures

question.
Part D.
Page
number(s)
Women wearing veils to cover their faces and heads
pp. 1415
Outdoor markets called bazaars
p. 14
Using elephants as a means of transportation
p. 15
Great Moguls were rulers in India at this time period. They lived within
forts. Moguls had the title of shah and were protected by Imperial Guards.
The forts had moats and drawbridges. Kings and queens of Europe would
give very valuable gifts to the Great Moguls.
p. 17
pp. 2021

In this chapter, I learned that when ambassadors would visit the Great Mogul, they
would bring him rare and precious gifts. This made me think that it is a tradition in
India to be able to honor and show respect to rulers by offering gifts from where you
live.
Lesson 2 Homework: Chapter 3

Name:
Date:
Text Title: _____________________________________________________
Directions:
1. Read Chapter 3.
2. As you read, pay close attention to words and phrases that you find challenging or confusing. Write
them in the box.
3. After you read the chapter, name the where/who/what of the chapter out loud to yourself or to
someone at home.
4. Record the customs and traditions related to the countrys culture in the chart.
5. Be prepared to share this work in class with your group.
Words/Phrases: Write the word or phrase and note the page number.
Lesson 2 Homework: Chapter 3

Focusing on culture what evidence of customs or traditions did you find in this chapter?
Page
number(s)
Homework for Season of the Sandstorms: Chapter 3

Text Title: _____________________________________________________
Directions:
1. Read Chapter 3.
them in the box.
someone at home.
(will vary by student)
Page
number(s)
Men wore long white robes, pointy shoes, and head cloths.
pp. 19, 21
Traveled by camel; saddles and decorated blankets adorned the camels

backs
p. 21
Merchants traveled across the desert to Baghdad; would stop at an oasis to

rest, get out of the sun, get water and food (dates from date palms).
Merchants would trade spices, jewels, beads.
pp. 2224
p. 27
Homework for Carnival at Candlelight: Chapter 3

Directions:
1. Read Chapter 3.
them in the box.
someone at home.
Page
number(s)
Venice had many famous and well-known painters.
p. 26
Saint Marks Square (ruler lived there in a palace); Saint Marks Square
watchtower with weather vane (used by sailors), tallest building in Venice
at that time
pp. 2729
Winged lion
p. 32

Directions:
1. Read Chapter 3.
them in the box.
someone at home.
Page
number(s)
Court nobles lived in the palace. The Great Mogul would hold daily public
audiences. Ambassadors from the countries of Europe would visit the
Great Mogul, bringing gifts.
pp. 2223
pp. 2425
The Great Mogul sat in the Peacock Throne under a golden canopy. All had
to be silent. People bowed to the Great Mogul and spoke only if given
permission.
pp. 2628
Book Club Steps

1. Read the assigned chapter for the first time independently.
2. Independently record in Part A (where/who/what).
3. Discuss Part A evidence with group members.
4. Work with key words/phrases in Part B with group members and record thinking.
5. Read the focus question with group members and discuss what evidence you will be looking for
when you read the chapter a second time.
6. Read the assigned chapter a second time independently and, while reading, record evidence of
culture (customs and traditions) in Part C.
7. Share and discuss text evidence recorded in Part C with group members.
8. Revisit the focus question with group members and record a response.
9. Complete the Book Discussion checklist independently.

Building Confidence with Book Clubs: Continuing
to Read and Discuss the Magic Tree House Books

Building Confidence with Book Clubs:

Ongoing Assessment
I can retell the assigned chapter(s) of my Magic Tree House book using specific details
(who/what/where).

I can use context clues to determine the meaning of words and phrases in the assigned chapter(s) of my
I can identify, categorize, and record key details from the assigned chapter(s) that connect with the

Agenda
Teaching Notes
1. Opening
This lesson follows a similar pattern to Lessons 1 and 2 in terms of outcome: Students read a chapter (or
two) from their Magic Tree House books and complete a Capturing Key Details recording form with
their Book Clubs. However, this lesson has less scaffolding and more independent work time, as
students should be familiar with the recording form and processes.
A. Engaging the Reader: Review Book Discussion

Checklist (10 minutes)
B. Reviewing the Learning Targets and the Routine of
Book Club (5 minutes)
2. Work Time
A. Magic Tree House Book Clubs (35 minutes)
4. Homework
A. Read the assigned chapter(s). Complete the
homework version of the recording form.
Book pacing and homework chapter (see Reading Calendars in the Unit 2 overview):
A Crazy Day with Cobras: Chapters 4 and 5 in class, Chapter 6 as homework (see note directly
below)
Carnival at Candlelight: Chapter 4 in class, Chapter 5 as homework
Season of the Sandstorms: Chapter 4 in class, Chapter 5 as homework
The Class Norms for Discussion were established in Module 1. Students may need to be reminded how
these norms are their own separate list of things like speaking in full sentences, establishing eye contact
with the speaker, having enough voice volume, making sure everyone gets to speak, etc.
Also similar to Lessons 1 and 2, students debrief by self-assessing their group work.
There is time in the Opening of this lesson to review the routines. In todays work, as well as in Lessons
4 and 5, Book Club groups will function more independently and will need to know how to transition
themselves from one step to the next. In this lesson, that transitioning will need to be closely monitored,
and for some groups it may be necessary to facilitate the transition.
For many lessons in this unit, students will be given a new Book Discussion checklist and Capturing Key
Details recording form for the days work. Remember that the Capturing Key Details recording form is
book and chapter-specific.
Before the lesson, find time to tell the A Crazy Day with Cobras group(s) that they will read two
chapters in todays lesson. The Capturing Key Details recording form is modified with the two chapters
for this book club. Show students the recording form ahead of time so it will be clear to them. This book
has 12 chapters, which is one of the reasons to have the more secure readers assigned to this book.


The homework includes written work that is an abbreviated version of the steps followed in class. If
some students are unable to follow through with reading chapters for homework, accommodations will
need to be made so that they do not fall behind with the reading or have gaps in their learning.
For students who are moving quickly through their Magic Tree House text, they are encouraged to read
additional texts from the Recommended Texts list or consider any books from the public, school,
classroom, or home libraries that fit the content of the module. This will help to increase their volume of
reading.
In advance: Prepare three charts using the column headings on the Book Discussion checklist. These
charts will be set at stations around the classroom for use in Closing A.
I Need More Work or Time with This
Im Getting There
Ive Got It! Im on My Way!

Lesson Vocabulary
Materials
cite, notes, opinion, objects, places,

Book Discussion checklist (from Lesson 1; completed version from Lesson 2 plus one new blank copy per student)
Document camera
Class Norms for Discussion anchor chart (from Module 1, Unit 1, Lesson 4)
Capturing Key Details recording form (one per student for their assigned Book Club and specific chapter)
specific chapters)
Book Club Steps anchor chart (begun in Lesson 2)
Three charts with headings from Book Discussion checklist (see Teaching Notes)
Homework for Season of the Sandstorms or Carnival at Candlelight: Chapter 5 (one per student in those groups)
Homework for A Crazy Day with Cobras: Chapter 6 (one per student in this group)
Homework for Season of the Sandstorms or Carnival at Candlelight: Chapter 5 (answers, for teacher reference)
Homework for A Crazy Day with Cobras: Chapter 6 (answers, for teacher reference)

Opening
A. Engaging the Reader: Review Book Discussion Checklist (10 minutes)

Instruct students to take out their Book Discussion checklist from Lesson 2.
Consider providing students with a

discussion starter for partner
conversations. Possible starters
could be: I think this
means_____ and It is important
because______.
Gather students together whole group. Direct them to spend a minute looking over the checklist. Then say:
* We have been talking about how a big part of your work in this unit is learning how to talk with each other about your
reading. Our Book Discussion checklist has some very specific things listed on it. Lets look at each item again before you
start your Book Club work today.
Using a document camera, display the Book Discussion checklist but show only one book club behavior at a time (or have
each discussion behavior written on an electronic white board or chart paper).
Direct students attention to the first Book Club behavior:
I read the pages I was assigned to read.
Have students Think-Pair-Share with someone not in their Book Club about what this means and, more specifically, why its
important.
Move on to the next Book Club behavior and repeat the Think-Pair-Share:
I am prepared for the discussion and have my notes and book with me.
Spend a little more time with the next Book Club behavior:
I follow our class norms for conversation.
Move on to the next four Book Club behaviors, one at a time, and repeat the Think-Pair-Share for each about what each one
means and, more specifically, why its important:
I listen carefully and ask questions of others to make sure I understand.
I share my ideas with my group members, stay on topic, and explain my thinking.
I encourage and respect others opinions.
I answer questions from others in my group.
Consider displaying the Class Norms for Discussion anchor chart again here and reviewing it, since these norms are
referenced in the Book Discussion checklist.

Opening (continued)
When sharing and discussing the final Book Club behavior, make sure students fully understand what the word cite means.
I refer to the text to support my ideas. This means I use page numbers and cite lines or words as needed.
Explain that this means they will refer directly to the text to a specific sentence or part on a specific page.
Distribute a new Book Discussion checklist to students for todays work. Remind them that they will not complete the Book
Discussion checklist until later in the lesson. However, having the checklist with them through the lesson will help them to
focus on the Book Club behaviors as they work.
Note: You may want to suggest to students that when they observe one of the behaviors on the checklist, they place a small
tally mark within the appropriate box in the left-side column. At the end of the lesson, the areas of the checklist with many
tallies will show them which discussion behaviors are more secure for them.
B. Reviewing the Learning Targets and the Routine of Book Club (5 minutes)
Direct students attention to the learning targets and ask for volunteers to read them aloud:
* I can retell the assigned chapter(s) of my Magic Tree House book using specific details (who/what/where).
* I can explain why I chose specific details to answer questions about the text.
* I can use context clues to determine the meaning of words and phrases in the assigned chapter(s) of my Magic Tree
House book.
* I can identify, categorize, and record key details from the assigned chapter(s) that connect with the customs and
traditions of my country.
Point out that most of these targets are identical to those in Lesson 1 except that they are working with a new chapter (or
chapters).

document camera to display them
for students who struggle with
auditory processing.
When reviewing anchor charts, use
a document camera to more
prominently display the anchor
chart for students who struggle with
smaller sharing mechanisms such as
chart paper.
Distribute the Capturing Key Details recording form for todays work. Remind students how this recording form will
keep them moving from one step to the next as they work in their Book Club.
Display the Book Club Steps anchor chart from Lesson 2. With students referencing their Capturing Key Details
recording form, read each step on the anchor chart and ask students what part (A, B. C, or D) the step aligns with. For
example, the first three steps on the anchor chart are all from Part A, the fourth step is from Part B, and so on. The last step
on the anchor chart refers to the Book Discussion checklist.

Work Time

Have students assemble their materials in preparation for moving to their group meeting spots. They need:


Send groups off to their meeting spots. Praise those that make a quick, yet quiet transition.
When all groups are settled, ask if there are any lingering questions. If there is a group that seems unclear or uncertain,
allow the other groups to begin their work and go directly to the group in need and help them to get started.
Tell students that it is natural that some students within a group may finish the independent reading/work at different
times, so make sure there is a clear expectation outlined for those who finish ahead of other group members. It will be
important that they remain silent and not distract their classmates. Suggest that they reread within the chapter, do quiet
fluency work, or go back and look for words or phrases that they were uncertain about to perhaps share with group members
later. Caution students not to move on in advance of the group.
Tell groups they have 35 minutes to complete all of their work, which includes reading the chapter two times and completing
all parts of the Capturing Key Details recording form.
with the group as a whole (both actions to praise and also cautions). As you circulate, offer praise, cautions, or redirection to
each group specifically, as needed, rather than interrupt the flow of the work by addressing the whole class.
If necessary and desired, call out the halfway point in the work session. At that point, groups should be well into the second
read (Parts C and D on the Capturing Key Details recording form). The second read and the work associated with it will
likely require a little more time than the first read work.
Since the final portion of Work Time A (the last half of Part C and all of Part D) are all conversation-based, take note of
whether groups are in conversation for (approximately) the final 15 minutes of the 35-minute work time.

students to support them with the
work. Some will need more guided
independent work.
other adult who can also circulate
and assist groups with the
procedural steps.
module.
Consider chunking the chapters for
struggling readers or look for other
ways to tier the task.
Students who struggle to recognize,
categorize, and explain customs and
traditions found within the text may
need extra support and additional
opportunities to practice using
similar material.
When there are 5 minutes left, make sure all groups are on Part D, discussing and recording a response to the focus
question. If any group(s) is still working on Part C, make a note of this but have the group(s) stop and move on to Part D.


Gather students whole group. All materials should be left at students desks.
Direct their attention to this learning target:
Then, direct students attention to the three charts positioned at different locations in the classroom. Read each chart
aloud to students:
* I Need More Work or Time with This

* Im Getting There
* Ive Got It!
Students should recognize these as the column headings on their Book Discussion checklist.
Tell students to stand up.
In a loud, clear voice, read the first Book Club behavior on the Book Discussion checklist:
* I read the pages I was assigned to read.

Give students a few moments to think carefully about how they would categorize their own work today on that one behavior.
Direct them to move to the chart that best matches their self- assessment. Encourage them to be honest in their assessment
and not to be influenced by others choices.
Continue with each of the Book Club behaviors on the checklist. Notice whether there are any patterns, and use these to
inform instruction.
After the last movement, gather students back together to debrief the activity. The purpose of this activity is twofold. It
allows you, as the teacher, to see which book discussion skills need work or which students are in need. It also allows
students who may not yet be fully secure on certain skills to see that there are other students who are also still developing.
Tell students to return to their desks.
Ask them to take out their Book Discussion checklist and fill in the information at the top.
Review the three descriptors at the top. Read each criteria and direct students to self-assess by placing an X or a checkmark
in the column that best matches their own discussion work today.

Encourage students to truly be self-reflective and establish a concrete and appropriate goal for themselves and for the group.
Distribute and preview the Homework for Seasons of the Sandstorms, Carnival at Candlelight, and A Crazy
Day with Cobras recording forms. Clarify questions as they arise.
Homework
Read the assigned chapter of your Magic Tree House book at home for homework and complete the shortened version of the
Capturing Key Details recording form. Be sure to bring your book back to school for the next lesson.
If students lack support at home

and are unable to follow through
with this homework, make other
accommodations so that they do not
fall behind with the reading.
recordings of the texts used within
the module.

Name:
Date:
Part A Directions:
recording form.
take place?


this chapter?

Part B Directions:
Part B: Key words and phrases what do the words mean? Focus on the underlined words/phrases.
Key word/phrase
Ch. 4, p. 31
Cutie rose awkwardly up from a
kneeling position to a full stand.
Ch. 4, p. 32
Annies camel began ambling
toward the other camels waiting
to head off into the desert.

How did recognizing customs or traditions help you understand the culture of your
country?
question.
Part D.
Part C: Focusing on culture what evidence of customs or traditions did you find
in this chapter?
Page
number(s)

Capturing Key Details Recording Form

Part A Directions:
recording form.
take place?


this chapter?
Desert near Baghdad

at night
Jack
Get on their camels
Annie
Jacks camel wont go, and he

calls her stupid.
Mamoon
Cutie and Beauty
Mamoon tells him that camels

are not stupid and shares the
great things about camels.
He says people must respect
and honor camels.
Bandits come.

Part B Directions:
words/phrases.
Key word/phrase
Ch. 4, p. 31
I think it means clumsily
Cutie rose awkwardly up from a or not smoothly.
kneeling position to a full stand.
Ch. 4, p. 32
Annies camel began ambling
toward the other camels waiting
to head off into the desert.
I think it means a kind of

slow walk.
I can visualize the camel

getting up with its long legs.
The hump must be heavy, so
it might be difficult to get
up.
I can tell its a word that is

describing what the camel is
doing.

country?
question.
Part D.
in this chapter?
Page
number(s)
Camel saddles are made with colorful cushions.
p. 31
Camels carry people across the desert (thousands of years).
p. 33
Desert people respect and need camels.
pp. 3335
Use of stars to navigate (reading the stars and wind)
p. 39

In this chapter, I learned that people in this country show respect and honor for
creatures like the camel. They also enjoy telling stories and singing together like they
did when they were in the desert.

A Crazy Day with Cobras, Chapters 4 and 5
Name:
Date:
Part A Directions:
1. Read the chapters and, as you read, pay close attention to the key words/phrases listed on your
recording form.
2. Take notes in Part A about the where/who/what of the chapters.
3. After reading, discuss your notes with your group. Then have one person orally retell the chapters
CH
Where does this

chapter take place?

characters in this
chapter?


CH
Where does this

chapter take place?

characters in this
chapter?


Part B Directions:
words/phrases.
Key word/phrase
Ch. 4, p. 30
The Great Mogul sat crosslegged on a cushion and
looked coldly at his audience.
Ch. 4, p. 36
She solemnly showed it to
Jack.
Ch. 5, p. 39
The other ambassadors were
already entering the palace
quarters on the far side.

country?
question.
Part D.
Page
number(s)


Part A Directions:
recording form.
CH
Where does this

chapter take place?
Who are the

important characters
in this chapter?

palace
Jack
Peacock throne
Annie
Jack and Annie are waiting in

line to see the Great Mogul.
They watch how to bow and give
the gift.
Great Mogul
When it is Jack and Annies

turn, they bow and Jack
presents his story as the gift.
The Great Mogul looks over the
story and then Jack and Annie
are to choose a precious stone.
Annie finds the emerald cut like
a rose.
They succeed and try to find
their way out but instead are
told to go and watch the parade
in their honor.

CH
Where does this

chapter take place?
Who are the

in this chapter?

courtyard
Jack
balcony
Annie
Jack and Annie are taken to see

the parade.
ambassadors,
guards, Great Mogul
They are given silk robes,

turbans, and pointy shoes to
wear.
They go to the balcony and see
the parade.
The parade has horses,
cheetahs, oxen, and elephants.
The parade is interrupted when
an elephant breaks free.
Annie asks what will happen to
the elephant. The guard says
she will be punished for not
showing respect to the Great
Mogul.
Annie yells because it is just an
animal and should not be hurt.
Everyone is staring at Annie.

Part B Directions:
words/phrases.
Key word/phrase
Ch. 4, p. 30
The Great Mogul sat crosslegged on a cushion and
looked coldly at his audience.
I think it means like a stare

with no smiling.
The Great Mogul is like a king

and everyone must respect
him. He has to be very serious
and formal.
Ch. 4, p. 36
She solemnly showed it to
Jack.
quietly and calmly
Jack nodded, trying to

appear calm.
Ch. 5, p. 39
The other ambassadors were
already entering the palace
quarters on the far side.
I think it means to be very

quiet and calm. They have
to be quiet and calm in
front of the Great Mogul.
Jack is having a hard time
finding a stone, so Annie
does it quietly and calmly.
I think its a room in the
palace.
and carefully picked up

They are not talking.
I can tell the word is used as a

noun, that its a place the
ambassadors are going into.

country?
question.
Part D.
Page
number(s)
Great Mogul (leader) has lots of servants; must bow and treat him with the
utmost respect.
pp. 30, 34
People give Mogul precious things; he gives jewels as rewardsall kinds.
p. 32
Great Mogul makes everyone afraid.
p. 36
Women wear veils and keep out of sight. At court you wear jeweled turbans
and special clothes.
pp. 3941
Parades have lots of animals (horses, cheetahs, elephants). Animals are

trained to keep time to the music.
pp. 4445
p. 46

In Chapter 4, I learned that jewels are very important. The Great Mogul wears them on
his clothing and gives them away as gifts. Jewels must be abundant in India, but they
are probably only for the very respected. In Chapter 5, I learned that animals are very
important to India. Some of the important animals are Arabian horses, cheetahs, and
elephants. Just like people, if animals do not show respect to the Great Mogul, they will
be punished.

Name:
Date:
Part A Directions:
recording form.
take place?


this chapter?

Part B Directions:
word/phrases.
Key word/phrase
Ch. 4, p. 42
The prison cells at ground
level in the palace were called
the pozzi, meaning wells or
pits.
Ch. 4, p. 48
Jack and Annie bounded
down the Golden Staircase two
steps at a time.

country?
question.
Part D.
in this chapter?
Page
number(s)


Part A Directions:
recording form.
take place?


this chapter?
rulers palace
Jack
prison cell
Annie
Jack and Annie are in the

rulers palace. They use a map
to help find their way around.
guards
They saw the rulers living

chamber, Giant Staircase, and
Map Room.
Guards caught them and took
them to the prison.
There were rats in the prison.
Jack and Annie used magic to
bend the bars and escape from
the prison.

Part B Directions:
word/phrases.
Key word/phrase
Ch. 4, p. 42
The prison cells at ground
level in the palace were called
the pozzi, meaning wells or
pits.
wells or pits
It said right after it that it

meant wells or pits.
Ch. 4, p. 48
Jack and Annie bounded
down the Golden Staircase two
steps at a time.
It means when you are

Jack and Annie are afraid of
hurrying or running down getting caught, so I know they
stairs and your feet are
are moving fast.
very heavy and loud
almost like you are leaping.

country?
question.
Part D.
in this chapter?
Page
number(s)
There are statues of animals and Roman gods.
p. 35
Use lots of marble and gold.
p. 38
Pictures and statues of lions with wings.
p. 39

In this chapter, I learned that the prisons in Italy were horrible places. The prison that
Jack and Annie were placed in was dark and full of rats. The guard who took them there
said that they would not be coming out for a long time. I think that this is teaching me
that in Italy, they believed that when you commit a crime, you should be severely
punished.
Homework for Season of the Sandstorms or Carnival at Candlelight: Chapter 5

Name:
Date:
Directions:
1. Read Chapter 5.
them in the box.
someone at home.
Write down the words or phrases you found challenging or confusing and note the page
number.
Homework for Season of the Sandstorms or Carnival at Candlelight: Chapter 5

Page
number(s)
Homework for A Crazy Day with Cobras: Chapter 6

Name:
Date:
Directions:
1. Read Chapter 6.
them in the box.
someone at home.
number.

Page
number(s)

Directions:
1. Read Chapter 5.
2. As you read, pay close attention to words and phrases that you find challenging or confusing.
Write them in the box.
someone at home.
number.
Page
number(s)
Caravans (groups traveling in the desert)
p. 42
Spice trade (cinnamon and pepper)
p. 43
Saddles on camels; clucking tongue to communicate with camel
pp. 44, 45,

47
Travel at night in the desert when its cool/cold.
p. 49
Wear head cloths for protection while traveling in the desert.
p. 50

Directions:
1. Read Chapter 5.
them in the box.
someone at home.
number.
Page
number(s)
Puppet shows are a part of entertainment.
p. 49
Fireworks on the waterfront
pp. 5253
Paint pictures of Roman gods
p. 58
Neptune is the ruler of the sea and lives under the water (mythology).
pp. 5960
Venice is considered the Grand Lady of the Lagoon.
p. 62

Directions:
1. Read Chapter 6.
them in the box.
someone at home.
number.
Page
number(s)
Gifts are important to show respect and reward.
p. 50
Animals like elephants and camels kneel so you can climb on to ride.
p. 54
The palace has moats and a drawbridge.
p. 55

Practicing Fluency and Independent Book Clubs:
Continuing to Deepen Understanding of Magic Tree
House books


Ongoing Assessment
(who/what/where).

I can use the criteria of a fluent reader to read aloud a selected part of my Magic Tree House book.

Agenda
Teaching Notes
1. Opening
This lesson follows a similar pattern to Lessons 13 in terms of outcome: Students read a chapter (or
two) from their Magic Tree House books and complete a Capturing Key Details recording form with
their Book Clubs. However, this lesson has less scaffolding and more independent work time, as
students should be familiar with the recording form and processes.

B. Unpacking the Learning Targets (1 minute)
C. Reflecting on Book Discussions: Concentric Circles
(5 minutes)
2. Work Time
A. Book Clubs (35 minutes)
4. Homework
Book pacing and homework chapter (see Reading Calendars in Unit 2 overview)
A Crazy Day with Cobras: Chapters 7 and 8 in class; Chapter 9 as homework (see note directly
below)
Season of the Sandstorms: Chapters 6 and 7 in class; Chapter 8 as homework (see note directly
below)
Students again are given a new generic Book Discussion checklist and chapter-specific Capturing Key
Details recording form. To save time in the lesson and streamline logistics, distribute the checklist and
recording form before the start of the lesson.
Also similar to Lessons 13, students debrief by self-assessing their group work.
Find time before the lesson to tell the A Crazy Day with Cobras group(s) and the Season of the
Sandstorms group(s) that they will be reading two chapters in todays lesson. Their Capturing Key
Details recording form is modified, with the two chapters grouped together. So in a way, they are to
treat the two chapters as one. You may want to show them the recording form ahead of time so it will be
clearer to them. These two books have more chapters than Carnival at Candlelight, so the volume of
reading had to be increased.
This lesson again requires a chapter to be read for homework. The homework also includes a worksheet
that is an abbreviated version of the steps followed in class. For students who are unable to follow
through with reading chapters for homework, other accommodations will need to be made so that they
do not fall behind with the reading or have gaps in their learning.

Agenda

In advance:
Review the Concentric Circles protocol (see Appendix).
Post the learning targets, three charts for the Closing, Fluent Reader Criteria anchor chart, and Class
Norms for Conversation anchor chart.
Display the three charts with the headings from the Book Discussion Checklist (from Lesson 3).
As in Lesson 3, set three charts at stations around the room for use in Closing A.
I Need More Work or Time With This
Im Getting There
Ive Got It!
Lesson Vocabulary
Materials
fluent, criteria, phrasing, rate,

punctuation, accuracy, cite, notes,
opinion, objects, places, traditions,
evidence, beneficial
Fluent Reader Criteria anchor chart (from Lesson 2)

Notes)
specific chapters)
Book Discussion checklist (from Lesson 1; one new blank copy per student)
Three charts with headings from Book Discussion checklist (from Lesson 3)
Homework for Season of the Sandstorms: Chapter 8 (one per student in this group)
Homework for Carnival at Candlelight: Chapter 7 (one per student in this group)
Homework (answers, for teacher reference; book and chapter-specific)

Opening

Congratulate students on the fabulous work they are doing in their Book Clubs.

or anchor charts, consider using a
on a larger screen for students who
struggle with looking at a chart.
Remind them of their fluency practice in Lesson 2 with their fluency partner.
Display the Fluent Reader Criteria anchor chart. Quickly go through each of the criteria, explaining and expanding as
necessary.
Direct students to have their Magic Tree House books out and to search within their homework chapter for a section or a
couple of paragraphs to use for some fluency practice.
Tell students to spend 2 minutes softly reading aloud the passage themselves, focusing on aspects of good oral reading
fluency. They can refer to the anchor chart as often as necessary.
After 2 minutes, tell students to sit knee-to-knee or shoulder-to-shoulder with their fluency partner from Lesson 2, taking
their book with them. Once settled, they should take turns reading their selected paragraphs aloud to each other.
After his or her fluency partner reads, each student should give verbal feedback using the star and step framework. Consider
using sentence frames: I like how you_______ and I think you would be more fluent if you_______.
B. Unpacking the Learning Targets (1 minute)
Direct students attention to the learning targets and read each one aloud.
House book.
* I can use the criteria of a fluent reader to read aloud a selected part of my Magic Tree House book.
Have students turn to their partners and share in their own words what they targets are telling them to do as readers today.

Opening (continued)
C. Reflecting on Book Discussions: Concentric Circles (5 minutes)

Post three questions for students to see:

done and to share it with their peers
in an engaging way. Some students
may need support with expressing
themselves either accurately or
clearly.
1. What is something youve learned about your countrys customs or traditions?

2. What do you find beneficial about Book Club?
3. What is your biggest improvement with discussion skills?
Read the questions aloud to students. Inform them that the word beneficial in Question 2 means that something is good or
helpful.
Invite students to take a few moments to think about their response to each question (to prepare them for the Concentric
Circles activity).
Have students form concentric circles. Pick a number randomly and have students move that many spaces to their left. (This
pairs students with random partners.)
On your cue, tell students they will answer the question you pose with the person opposite them. After 30 seconds or so, tell
students to move two spaces to the left. Encourage them to maintain solid eye contact and to listen respectfully each time
they pair up. Decide whether you want to repeat the same question for a couple of turns or whether you will rotate through
the three questions for each turn. Use each question two or three times, time permitting.

Work Time
A. Book Clubs (35 minutes)

Distribute the Capturing Key Details recording form and the Book Discussion checklist for today.

Have students assemble their materials in preparation for moving to their Book Club meeting spots. They need:
Remind students that some may finish earlier than others. Suggest that they reread within the chapter, do quiet fluency
work, or go back and look for words or phrases that they were uncertain about to perhaps share with group members
later. Caution students not to move on in advance of the group.
Send groups off to their meeting spots. Praise those that make a quick, yet quiet transition.
all parts of the Capturing Key Details recording form. Remind the A Crazy Day with Cobras and Season of the Sandstorms
groups that they have two chapters to work with.
Since the final portion of Work Time A (the last half of Part C and all of Part D) is conversation-based, try to take note of

support them with the work. Some
will need more guided practice
before they are ready for
independent work.
other adult who can circulate and
assist groups with the procedural
steps.
module.
struggling readers or look for other
categorize, and explain cultural
objects, places, and traditions found
within the text may need extra
support and additional
similar material.


Gather students whole group. All materials should be left at their desks.
Direct students attention to the three charts positioned at different locations in the classroom. Read each chart aloud:
* I Need More Work or Time with This

* Im Getting There
* Ive Got It!
Students should recognize these as the column headings on their Book Discussion checklist.
Invite students to stand up. Read the first Book Club behavior on the Book Discussion checklist:
* I read the pages I was assigned to read.

Give students a few moments to think carefully about how they would categorize their own work today on that one behavior.
Direct them to move to the chart that best matches their self- assessment. Encourage them to be honest in their assessment
and not to be influenced by others choices.
Continue with each of the Book Club behaviors on the checklist. Notice whether there are any patterns, and use these to
inform instruction.
After the last movement, gather students back together to debrief the activity. The purpose of this activity is twofold. One, it
allows you, as the teacher, to see which book discussion skills need work or which students are in need. Two, it allows
students who may not yet be fully secure on certain skills to see that there are others who are also still developing.
Ask them to take out their Book Discussion checklist and fill in the information at the top.
Students should then self-reflect to complete the two questions below the chart:
* What is a goal for your group the next time you have a discussion?
Encourage students to truly be self-reflective and establish a concrete and appropriate goal for themselves and for the group.
Distribute Homework and preview as needed.

Homework
Read the assigned chapter(s) of your Magic Tree House book at home and complete the shortened version of the Capturing
Key Details recording form. Be sure to bring your book back to school for the next lesson.
If students do not have support at

home and are unable to follow
through with this homework, other
accommodations will need to be
made so that they do not fall behind
with the reading. These
accommodations could include
having a peer homework buddy who
can meet before class or at another
point in the day.

Season of the Sandstorms, Chapters 6 and 7
Name:
Date:
Part A Directions:
recording form.
Part A: Retelling the story what are the important parts of the chapters?
CH
Where does this

chapter take place?


this chapter?
Note to group: Complete all Part A work before moving to Part B


Part B Directions:
Key word/phrase
Ch. 6, p. 60
Jack looked down to shield
his eyes from the burning
sunlight.
Ch. 7, pp. 6162

Jack and Annie rode
alongside boys driving sheep
and farmers in donkey carts.
Ch. 7, p. 67
At the end of the wide
cobbled road was another
green field.

country?
question.
Part D.
Part C: Focusing on culture what evidence of customs or traditions did you find in this
chapter?
Page
number(s)

Part D: Focus question: How did recognizing customs or traditions help you

Part A Directions:
recording form.
CH
Where does this

chapter take place?


this chapter?
Desert near
Baghdad
-Jack
They are hit by a sandstorm.
-Annie
In the storm, the box with the

treasure is blown away.
Cutie and Beauty
Jack and Annie chase the box to

save it but get separated from
Mamoon.
They open the box and find a
book inside by Aristotle.
They ride to Baghdad to get the
book back.
in Baghdad
Jack
They make it to Baghdad.
Annie
They must pass three gates.
Cutie and Beauty
They pass a bazaar and kids

playing in the field.
They stop at the stable to put
the camels in. Annie gets in
trouble for bragging.
The camel ate the precious
treasure: the book.

Part B Directions:
Key word/phrase
Ch. 6, p. 60
Jack looked down to shield his
eyes from the burning
sunlight.
Protect like blocking

something out
The sun is so bright and hot in

the desert that it kind of hurts
Jacks eyes. A shield is
something to protect you in a
fight, so Jack looks down to
protect his eyes from the sun.
Ch. 7, pp. 6162

Jack and Annie rode alongside
boys driving sheep and farmers
in donkey carts.
Moving them along in a

certain direction
You dont drive sheep like you

drive a car, but the picture
shows the sheep walking and
the boys are like shepherds, so
it might just mean helping the
sheep move along.
Ch. 7, p. 67
At the end of the wide cobbled
road was another green field.
I just know its something

the road is made of.
I can tell its an adjective

describing the road.

question.
Part D.
chapter?
Page
number(s)
Sandstorms a way of life in the desert; lay low to ground during

sandstorm; using saddlebags on camels
pp. 5153
Head scarf to cover face

Respect for learning (Aristotle)
p. 54
p. 58
Women wearing veils

Baghdad, a place that brings many people for many reasons; outdoor/open
air market called bazaar, with merchants (sellers, traders)
p. 62
pp. 59,64

In Chapter 6, I learned that the precious treasure is actually a book from a famous
philosopher. This connects to the mission Jack and Annie have of helping to spread
wisdom to the world. I think that people in this culture value learning, especially
learning from books.
In Chapter 7, I learned that the city of Baghdad is not like the desert and has grass and a
river. There are many people who sell goods at the bazaar and kids playing ball. People
can enter the palace walls but not the palace. I think that means that this country has a
powerful ruler who welcomes people but is still not seen.

Name:
Date:

Part A Directions:
recording form.
take place?


this chapter?

Part B Directions:
words/phrases.
Key word/phrase
Ch. 6, p. 71
The air was damp and
musty.
Ch. 6, p. 71
Jack was breathing hard as he
pushed open a heavy door that
led out onto the bell terrace.

question.
Part D.
chapter?
Page
number(s)



Part A Directions:
recording form.
take place?


this chapter?
Venice
Jack
Venice is flooding.
St. Marks Square
Annie
Jack and Annie are trying to

save Venice.
They are searching for Neptune
to get help.
They climb the tower in St.
Marks Square.

Part B Directions:
words/phrases.
Key word/phrase
Ch. 6, p. 71
The air was damp and
musty.
A bad smell
Its with the word damp, so it

must be a word that describes
how air is when its damp.
You can tell its not a good
smell.
Ch. 6, p. 71
Jack was breathing hard as he
pushed open a heavy door that
led out onto the bell terrace.
I think its like a patio

outside a door, and a bell
terrace could be a patio
where the bell is kept.
I can tell its a noun, and it

seems like Jack is going
outside when hes pushing
through the door.

question.
Part D.
chapter?
Page
number(s)
Prevention of flooding/high tides
pp. 6364
Bird masks
p. 64
Cafes
p. 64
Belief in mythology
p. 65
Footbridges for travel within Venice
p. 66
Fireworks
p. 67
Saint Marks Square as a place to gather
p. 71
Stone statue: lions with wings
p. 72

In this chapter, I learned how the water in the canals is how the people travel from
place to place in Venice. Sometimes storms cause flooding, which can be very serious. I
also learned that fireworks are a part of the Carnival celebrations. The people wear
costumes and watch the fireworks at midnight.

Name:
Date:
Part A Directions:
recording form.
CH
Where does this

chapter take place?


this chapter?

CH
Where does this

chapter take place?


this chapter?

Part B Directions:
Part B: Key words and phrases what do the words mean?
Key word/phrase
What we think it
means
Ch. 7, p. 58
Rogue elephant!
Ch. 7, p. 59
The merchants shouted with rage.
Ch. 7, p. 60
Sheep and goats bleated and
scuttled out of her way.

question.
Part D.
in this chapter?
Page
number(s)


Part A Directions:
recording form.
CH
Where does this

chapter take place?
Who are the

in this chapter?
What are the most important events in this

chapter?
bazaar
Jack
outside of tow
Annie
Jack and Annie try to get Morning

Breeze out of the Red Fort. Morning
Breeze starts running.
Morning Breeze
She runs through the bazaar, ruining

everything as she goes. People yell
and shout at Jack and Annie.
They make it outside of town, and
Morning Breeze is still running. She
finally dumps them out and runs
away.
Jack and Annie try to find everything
that fell out of Jacks bag when they
were dumped out. The emerald rose
is missing.
Annie spots the emerald rose in a pile
of dead leaves. But the leaves start
moving.
A king cobra is right by the emerald
rose.

CH
Where does this

chapter take place?
Who are the

in this chapter?
What are the most important events in this

chapter?
scrubby forest
outside palace
Jack
Morning Breeze runs away into the

forest. Jack and Annie are surprised
by a king cobra, and they use the
research book to find out how to get
away safely. But they need to get the
emerald to save Penny. They use the
liquid in the blue bottle to make
themselves really small. They see a
cricket and butterfly, which look big
because they are so small.
Annie
Morning Breeze
(elephant)
King cobra
(snake)

Part B Directions:
Part B: Key words and phrases what do the words mean?
Key word/phrase
What we think it
means
Ch. 7, p. 58
Rogue elephant!
wild
-Sorry! Sorry! yelled Jack.

-sends everyone scrambling
-knocks over wooden poles
Morning Breeze is running free
through the streets and ruining
the bazaar. I think that rogue
means wild.
Ch. 7, p. 59
The merchants shouted with rage.
anger
The merchants are very upset

because Morning Breeze
knocked everything over. On
page 59, it says the merchants
grab sticks and charge at the
elephant.
Ch. 7, p. 60
Sheep and goats bleated and
scuttled out of her way.
ran, scurried
I can tell its a verb; its what

the animals are doing. They
would be afraid of a big
elephant, so they would move
quickly.

question.
Part D.
in this chapter?
Page
number(s)
Men wear colorful coats and women in outfits that hide their faces
p. 58
bazaarselling figs, rice, peas, lemons, oranges, and pineapples
p. 59
silk shawls, carpets
p. 59
Huts are made of mud.
p. 63
Red Fort is protected by battlements, moats, and drawbridges.
p. 58

In this chapter, I learned about the places in India. India has fancy palaces like where
the Great Mogul lives, but it also has bazaars, a countryside, and a wild jungle. This is
teaching me that India is a country with many different climates. The bazaar with
people selling things is a commonplace thing. It is part of the way of life. There are tents
and stalls with merchants. People come from all over to buy and sell.

Name:
Date:
Directions:
1. Read Chapter 8.
them in the box.
someone at home.
number.

Page
number(s)

Directions:
1. Read Chapter 8.
someone at home.
number.
Page
number(s)
Stables for animals
p. 78
Room of the Tree
p. 79
bowing to the caliph
p. 81
House of Wisdom (respected place of learning)
p. 91

Directions:
1. Read Chapter 7.
someone at home.
number.

Page
number(s)

Directions:
1. Read Chapter 5.
someone at home.
number.
Page
number(s)
Winged lion statues
p. 77
Fireworks at Carnival
p. 80
Belief in mythology: Neptune, god of the sea (mythology); three-pronged

spear (trident)
p. 83

Name:
Date:
Directions:
1. Read Chapter 9.
someone at home.
number.
Page
number(s)

Directions:
1. Read Chapter 5.
them in the box.
someone at home.
number.
Page
number(s)
none

Independent Book Clubs: Finishing the Magic Tree
House Books

Finishing the Magic Tree House Books

Ongoing Assessment
(who/what/where).


Agenda
Teaching Notes
1. Opening
Students will again be given a new Book Discussion checklist and Capturing Key Details recording form
for the days work. To save time in the lesson and streamline logistics, distribute the checklist and
recording form before the start of the lesson. If students are using a two-pocket folder for the unit
materials (highly recommended), the checklist and recording form can be placed in their folders before
the lesson. Remember that the Capturing Key Details recording form is book-specific.
B. Debriefing the Discussion (20 minutes)
Book pacing and homework chapter (see Reading Calendars in Unit 2 overview):
A. Unpacking the Learning Targets (1 minute)

2. Work Time

A. Revisiting the Learning Targets (4 minutes)
4. Homework
A Crazy Day with Cobras: Chapters 10 and 11 in class; Chapter 12 as homework (see note directly
below)
Season of the Sandstorms: Chapter 9 in class; Chapter 10 as homework
Since the homework chapters are the final chapters of all three books, there is not as much information
dealing with evidence of culture. The final chapter is always when Jack and Annie return home.
Find time before the lesson to tell the A Crazy Day with Cobras group that again they will read two
chapters in todays lesson. Their Capturing Key Details recording form is modified with the two chapters
grouped together. So in a way, they are to treat the two chapters as one. You may want to show them the
recording form ahead of time so it will be clearer to them.
Students will need all materials relating to the Magic Tree house books later in Unit 2.
This lesson again requires a chapter to be read for homework. The homework also includes a worksheet
that is an abbreviated version of the steps followed in class. For students who are unable to follow
through with reading chapters for homework, other accommodations will need to be made so that they
do not fall behind with the reading or have gaps in their learning. Consider creating peer homework
buddies so students can check in with a peer before class as a support system for completing homework.


Have ready the three charts from Lesson 3 that were used in the Closing. The charts read:
I Need More Work or Time With This
Im Getting There
Ive Got It!
Lesson Vocabulary
Materials
cite, notes, opinion, customs,

Notes)
specific chapters)
Book Discussion checklists from Lessons 25 (one set per student)
My Growth with Book Discussions recording form (one per student)
Document camera
Homework for Season of the Sandstorms: Chapter 10 (one per student in this group)
Homework for Carnival at Candlelight: Chapter 9 (one per student in this group)
Homework (answers, for teacher reference; book and chapter-specific)

Opening
A. Unpacking the Learning Targets (1 minute)

Direct students attention to the learning targets and cold call a few students to read them aloud:
House book.
Point out that these learning targets are similar to those found in earlier lessons. Clarify as necessary and answer any
questions.

Work Time

Have students assemble their materials in preparation for moving to their group meeting spots. They need:


Send groups off to their meeting spots. Continue to reinforce routines as needed. Remind students that they may finish at
different times: they may reread within the chapter, do quiet fluency work, or they go back and look for words/phrases that
they were uncertain about to perhaps share with group members at a later point. Caution students not to move on in
advance of the group.
all parts of the Capturing Key Details recording form.
Since the final portion of Work Time A (the last half of Part C and all of Part D) is conversation-based, try to take note of

support them with the work. Some
independent work.
other adult who can circulate and
assist groups with the procedural
steps.
recordings of the texts used within
the module.
struggling readers, or look for other
categorize, and explain cultural
objects, places, and traditions found
within the text may need extra
support and additional
similar material.

B. Debriefing the Discussion (20 minutes)

Direct their attention to the Book Discussion checklist and ask them to fill in the information at the top.
Encourage students to truly be self-reflective and establish a concrete and appropriate goal for themselves and their group.
Have each student gather his/her four Book Discussion checklists together (from Lessons 24 as well as today).
Acknowledge students hard work and progress with being able to have robust, interesting conversations about reading.
Explain that they will look over their four checklists starting with the first one, going in order through to the one just
completed. The idea is for them to try to see evidence of growth or change in their discussion skills and habits.
Distribute the My Growth with Book Discussions recording form and display a copy via a document camera.
Ask students to read over the My Growth with Book Discussions recording form. If necessary, read through the questions
with them.
Ask them to complete the recording form, using the Book Discussion checklists as the basis for their responses.
Invite students to move to sit with their fluency partner from Lessons 2 and 4.
Ask partners to take turns sharing one area they feel has improved and one area they would still like to work on.
Circulate to listen in as students share.

A. Revisiting the Learning Targets (4 minutes)

Redirect students attention to the learning targets.
Reread each target aloud. Pause after each to ask students to use Fist to Five as a means to show their perceived level of
success with each target.
House book.
* I can identify, categorize, and record key details from the assigned chapter that connect with the customs and traditions
of my country.
Distribute Homework and preview as needed.
Homework
Read the assigned chapter of your Magic Tree House book at home and complete the shortened version of the recording
form. Be sure to bring your book back to the next class. This is the final chapter in your Magic Tree House book.
Other accommodations will need to

be made for students who do not
have the home support to complete
the homework assignment.

Name:
Date:
Part A Directions:
1. Read the chapter(s) and, as you read, pay close attention to the key words/phrases listed on your
recording form.
2. Take notes in Part A about the where/who/what of the chapter(s).
3. After reading, discuss your notes with your group. Then have one person orally retell the
chapter(s) using these details, followed by quick feedback from the group.
take place?


this chapter?


Part B Directions:
Key word/phrase
Ch. 9, p. 89
But now that he knew
their friend Mamoon
was the mighty caliph,
he felt shy.
Ch. 9, p. 89
The caliph escorted
Jack and Annie through
the front door and
down a wide hallway.
Ch. 9, p. 90
The man was writing
furiously.

question.
Part D.
in this chapter?
Page
number(s)



Part A Directions:
recording form.
take place?


this chapter?
House of Wisdom
Jack
Mamoon thanks Jack and

Annie for bringing the book
back.
Annie
Mamoon
great mathematicians
and scientists
He takes them to his House of

Wisdom.
He leads them to the library,
where great thinkers are
working.

Part B Directions:
Key word/phrase
Ch. 9, p. 89
But now that he knew
their friend Mamoon
was the mighty caliph,
he felt shy.
powerful
I can tell its an adjective

describing a caliph, who is a
ruler, like a king. So the word
might mean famous or
powerful or strong,
because they are good words
to describe a ruler.
Ch. 9, p. 89
I think it means walked with
or took them.
The caliph escorted
Jack and Annie through
the front door and
down a wide hallway.
Ch. 9, p. 90
The man was writing
furiously.
I think it means quickly, like

hes nervous or really frantic.
I can tell its a verb, and the

sentence makes me think that
Jack and Annie are going with
the caliph.
I dont think it means mad or

furious that way. The caliph
says the man is hunched over a
pile of papers, so I think hes
really busy.

question.
Part D.
in this chapter?
Page
number(s)
Carriage perched on camels with long poles attached to saddles (how the
caliph traveled in Baghdad)
p. 88
House of Wisdomrespect for knowledge
p. 90

In this chapter, I learned that the caliph in Baghdad loves to share learning. He built a
House of Wisdom so that learning could be shared throughout the world. This tells me
that the culture in this country is one that loves to read and tell stories and learn.

Name:
Date:
Part A Directions:
recording form.
take place?


this chapter?


Part B Directions:
Key word/phrase
Ch. 8, p. 89
Venice was veiled in a
soft, pink light.
Ch. 8, p. 90
In an instant, his
shaggy mane, golden
back, powerful legs,
tufted tail, and
feathered wings all
turned to carved gray
stone.
Ch. 8, p. 93
Cobblers were sitting
at their workbenches
and cats were
stretching in the chilly
sunlight.

question.
Part D.
in this chapter?
Page
number(s)


Part A Directions:
recording form.
take place?


this chapter?
St. Marks Square,

Venice, Italy
Jack
Jack and Annie fly back to St.

Marks Square on the back of
the winged lion.
Annie
Venice is safe now, and Jack

and Annie prepare to leave.
They find Teddy and Kathleens
book of rhymes.
They see Lorenzo Tiepolo, who
gives them a painting.
They leave Venice in a gondola
(with a disguised Teddy and
Kathleen)

Part B Directions:
Key word/phrase
Ch. 8, p. 89
Venice was veiled in a
soft, pink light.
covered
I can tell its a word to help me

imagine what Venice looks like
at night. A veil is something
that covers up something.
Ch. 8, p. 90
In an instant, his
shaggy mane, golden
back, powerful legs,
tufted tail, and
feathered wings all
turned to carved gray
stone.
I think it means fluffy.
Its a word describing the tail.
Ch. 8, p. 93
Cobblers were sitting
at their workbenches
and cats were
stretching in the chilly
sunlight.
workers
I know cobblers are people

who are doing work.

question.
Part D.
in this chapter?
Page
number(s)
Venicetowers, domes, church spires
p. 89
pigeons
p. 92

In this chapter, I learned that St. Marks Square is always very busy and it is traditional
for people to gather there regularly for various reasons.

A Crazy Day for Cobras, Chapters 10 and 11
Name:
Date:
Part A Directions:
recording form.
CH
Where does this

chapter take place?


this chapter?
10
11


Part B Directions:
Key word/phrase
Ch. 10, p. 88
The elephants fuzzy hair felt
coarse and tickly.
Ch. 10, p. 90
Then she turned and
lumbered off with her baby at
her heels.
Ch. 11, p. 95
They walked up to the
looming gateway.
Ch. 11, p. 98
They are rich and stirring.

question.
Part D.
chapter?
Page
number(s)


Part A Directions:
recording form.
chapters using these details, followed by quick feedback from the group.
CH
Where does this

chapter take place?


this chapter?
10
in the forest
Jack
Morning Breeze carries Jack

and Annie to safety and stops in
the forest.
Annie
Morning Breeze
her baby
a guard
When they stop, her baby

elephant appears.
Jack and Annie know why she
ran away. They help her take off
all the decorations from the
parade.
They pet the baby and head for
the tree house.
They run back through the
forest to the dirt path.
At the dirt path, an imperial
guard stops them and tells
them they must come back to
the palace or go to prison.

CH
Where does this

chapter take place?

11
on a carriage ride Jack

with the guard
Annie
Taj Mahal
Great Mogul

this chapter?
The guard takes Jack and Annie
back to the Red Fort.
Instead of going in the fort, they
are brought to a huge gate. They
are told to go inside and wait.
They go inside and see a huge
dome that is shimmering. The
Great Mogul is there and meets
them.
He tells them he loved the story
and pictures. He loved the heart
in them. Now he will show them
his heart.
He explains that he once loved
his wife so much that when she
died, he built the Taj Mahal in
her honor.

Part B Directions:
Key word/phrase
Ch. 10, p. 88
The elephants fuzzy hair
felt coarse and tickly.
I think it might mean

rough like whiskers.
The words fuzzy and tickly

make me think the hair feels a
certain way, maybe like
whiskers. I imagined how it
would feel.
Ch. 10, p. 90
Then she turned and
lumbered off with her baby
at her heels.
walked heavily
turned and ___ off with her

baby at her heels
Ch. 11, p. 95
They walked up to the
looming gateway.
I think it might mean really

big.
Its a word describing or telling

about the gateway.
Ch. 11, p. 98
They are rich and
stirring.
I think it means moving like

touching, that he really
likes the picture.
I can tell its a compliment, a

good thing. The Great Mogul is
describing Annies picture, and
he really likes it a lot.
I think that it means to walk

heavily, because she is
walking in the forest with her
baby, but elephants are huge
creatures, so they dont walk
lightly.
This gives me the image that

she is turning around and I can
imagine how big elephants are
when they walk around. The
babies are smaller and would
be little compared to the huge
mom walking.

question.
Part D.
chapter?
Page
number(s)
Decorating elephant with bells and jewels
p. 87
Traveling in the jungle
pp. 9293
Open-air bazaar
pp. 9596

Part D: Focus question: How did recognizing customs or traditions help you understand the culture of
your country?
In Chapter 10, I learned that elephants are in the wild in India and have babies there.
But people also make straw carriages to ride in on top of elephants. I think that this is
telling me how important elephants are to the Indian culture.
In Chapter 11, I learned that the Great Mogul can show deep love. The Taj Mahal was
built in honor of his wife who died. It is a symbol for the country of great love.
My Growth with Book Discussions Recording Form

Name:
Date:
Lay out your five Book Discussion checklists in order of completion. Spend a few minutes examining
them. Look for evidence of growth and changes in your ability to discuss your reading with your
peers.
1. What area or areas show the most improvement for you? What is your evidence?
2. What area was the most challenging for you? What is your evidence?
3. What area or areas do you feel you still need to work on? What is your evidence?
My Growth with Book Discussions Recording Form

4. Read the goal statements you made at the end of each lesson for you as an individual. Do you feel
you focused on these goals from one day to the next? Explain.

Name:
Date:
Directions:
1.
Read Chapter 10.
3.
After you read the chapter, name the where/who/what of the chapter out loud to yourself or to
someone at home.
number.

Page
number(s)
Homework for Season of the Sandstorms: Chapter 10(Answers, for Teacher Reference)
Directions:
1. Read Chapter 10.
someone at home.
number.
Page
number(s)
Baghdadplace for scholars and scientists
p. 98
oasis
p. 102

Name:
Date:
Directions:
1. Read Chapter 9.
someone at home.
number.

Page
number(s)

Directions:
1. Read Chapter 9.
someone at home.
number.
Page
number(s)
Gondolas used to travel; gondoliers operate the gondolas
p. 99
Masked people at Carnival
p. 101

Name:
Date:
Directions:
1. Read Chapter 12.
someone at home.
number.
Page
number(s)

Directions:
1. Read Chapter 12.
them in the box.
someone at home.
number.
Page
number(s)
Taj Mahal, precious stones in marble, emeralds
pp. 101
103
Veiled women, oxen, sheep
p. 105
Red Fort
p. 105

Beginning the Mid-Unit 2 Assessment: Expert
Research Matrix, Part 1

Beginning the Mid-Unit 2 Assessment:
Expert Research Matrix, Part 1

Supporting Learning Target
Ongoing Assessment
I can record what I will share with others about my Magic Tree House book on my Mid-Unit 2
Assessment: Expert Research Matrix.
Mid-Unit 2 Assessment: Expert Research Matrix, Part 1

Agenda
Teaching Notes
1. Opening
This lesson is the first part of the Mid-Unit 2 Assessment, which centers on standards NYSP ELA CCSS
RL.3.1, RL.3.9, W.3.8, SL.3.1, and SL.3.3. Students work on this assessment across Lessons 6-8:
preview these lessons in advance in order to have a full sense of the arc of students work. This series of
lessons is loosely based on the Jigsaw protocol (see Appendix).
A. Unpacking the Learning Target (10 minutes)

2. Work Time
A. Modeling: Organizing Research in the : Expert
Research Matrix (10 minutes)
B. Mid-Unit 2 Assessment, Part 1: Expert Research
Matrix (30 minutes)
A. Debrief: Becoming an Expert (10 minutes)
4. Homework
A. Choose a chapter in your Magic Tree House book to
practice reading for fluency in class tomorrow.
Practice reading it fluently at home.
During Lesson 6, students gather evidence from their notes on the Mid-Unit 2 Assessment: Expert
Research Matrix, Part 1 only. These notes will help students prepare to share what they have learned
with peers who read different Magic Tree House books. Lesson 6 serves both as an authentic
preparation for students upcoming discussion and an assessment of RL.3.1, RL.3.9, and W.3.8.
Lessons 7 and 8 serve as an assessment of speaking and listening skills as well as RL.3.9. In Lesson 7,
students will leave their Book Clubs and share in new triads, made up of one student who read each of
the Magic Tree House books. In these new triads, students discuss key details about the plot of their
Magic Tree House book, as well as what they have learned about their countrys culture. The
discussion will take the form of a Fishbowl (see Appendix). During the discussion, you will circulate
and use a checklist to assess students progress toward mastery of SL.3.1 and SL.3.3.
At the end of Lesson 8, students complete the Expert Research Matrix, Part 2, writing down key
learning from their triad discussions.
To prepare to share their knowledge with others, students will use their Capturing Key Details recording
forms from Lessons 15, as well as their Magic Tree House books, to complete the Mid-Unit 2
Assessment: Expert Research Matrix.
To save time in the lesson and streamline logistics, distribute the Mid-Unit 2 Assessment: Expert
Research Matrix to students before the start of the lesson. If students are using a two-pocket folder for
the unit materials, the recording form could be placed in their folders before the lesson.
In addition to spending time on their Mid-Unit 2 Assessment: Expert Research Matrix, students spend a
significant amount of time unpacking the learning target and self-assessing. It is essential for students
to continually reflect and check in on their learning. This helps them to self-assess where they stand and
understand where they need to go, and it also helps you to formatively assess students progress.
Work Time A includes some teacher modeling; adapt to suit your style and the needs of your students.
Review Jigsaw protocol and Fishbowl discussion protocol (see Appendix).

Lesson Vocabulary
Materials
expert, jigsaw, matrix,
Mid-Unit 2 Assessment: Expert Research Matrix (one per student; see Teaching Notes. Students only complete Part 1 in
Lesson 6)
Document camera
Capturing Key Details recording forms from Lessons 15 (one set per student)

Opening
A. Unpacking the Learning Target (10 minutes)

Begin by acknowledging students hard work on their Magic Tree House books. They have read closely and talked with peers
to retell the story and learn about the culture of various countries. Today, they have the opportunity to think about the
important details from their reading and complete the Mid-Unit 2 Assessment: Expert Research Matrix. In the next
lesson, they will share what they know with someone who has not read their book through a discussion.
Consider using visuals or images to

support students in understanding
what an expert is. This will be
particularly helpful for ELLs.
Direct students attention to the learning target and read it aloud:
* I can record what I will share with others about my Magic Tree House book on my Mid-Unit 2 Assessment: Expert
Research Matrix.
Circle and discuss the word expert and add visuals as necessary to ensure that students understand the target. Remind
students that, as in Unit 1, a matrix is a tool to organize information.
When unpacking a learning target

and circling key words, use a
different color pen/marker. Write
synonyms above or below the
circled words to support students in
understanding the key words in the
learning target.
Inform students that they will also be participating in a Fishbowl discussion in the next lesson.
Ask:
* Who is the expert on each Magic Tree House book?

Allow students some independent think time. Cold call someone to share with the class. Students should discuss that they
are the experts because they have read the stories and discussed them.
Ask:
* Why will you share your expertise with people who have not read your book?
Allow students to talk with a partner. Cold call another student to share with the class. They should discuss that they will
share their expertise so that they can teach others about the book and about the country that their book was set in.
Guide students toward understanding that they have become experts on the Magic Tree House stories they have read and
discussed, and they have also become experts on that countrys past culture. Remind students that one of the big questions
of this module is how researchers share their knowledge. Since they are now experts on these books, they will share their
knowledge with others through a discussion in Lessons 7 and 8. They will also get the chance to learn from others and
compare the settings of the different Magic Tree House stories.
Ask students to show a Fist to Five about their clarity on what they are being asked to do and think about today based on the
learning target. Clarify as needed.

Work Time
A. Modeling: Organizing Research in the Expert Research Matrix (10 minutes)

Focus the class whole group.

Distribute the Mid-Unit 2 Assessment: Expert Research Matrix and display a copy using a document camera. Ask
students to read the form over.
Call on volunteers to share out what they noticed about the form. Students should notice that this recording form is different
from others because it has questions listed within the recording form.
Then, say something like: We discovered from our learning target that today you are going to prepare to share your
expertise about your Magic Tree House books with others who have not read the book. This form is designed to support you
in being able to have a discussion about your book. Today you will be thinking about and answering the questions to help
you decide what you will say to people who have not read your book.

During this time, students will work individually to look through their Capturing Key Details recording forms (from
Lessons 1-5) and record their individual responses to the questions for the discussions. This will give them an opportunity to
prepare for the discussion and will also serve as a written component of the Mid-Unit 2 Assessment.
Ask students to take out their Capturing Key Details recording forms from Lessons 15, Magic Tree House book, and
Mid-Unit 2 Assessment: Expert Research Matrix.
Say something like: Before you share with your new group, you will have the opportunity to look back through your
Capturing Key Details recording forms and record your own evidence. I will show you first how I might do this.
Model for students having your recording forms from Lessons 15, your Magic Tree House book, and your Mid-Unit 2
Assessment: Research Matrix in front of you.
Think out loud about the process you will be going through. Say something like: Now that I have all my materials, I need to
know what I am looking for. I will read the first question, What was the title of your book and where does the story take
place? That is an easy one! I just have to look at the cover of my book to make sure I get it right.
Model recording the title on the Mid-Unit 2 Assessment: Expert Research Matrix recording form. Continue to think aloud
for students: I also have to find the setting. I know that the setting is [India], but I am not sure which page that was
originally on. I better look back at my recording forms. It was probably somewhere near the beginning of the book. If I cant
find it, I will look back in the actual book.
After finding the page number, model recording it on the recording form. Be sure to model for students that they are going
to be filling out Part 1 today. Part 2 will be completed during Lesson 8.

Have students turn to a neighbor and share what they saw and heard you doing. Cold call students to share.
Read through the remaining questions to clarify directions.
B. Mid-Unit 2 Assessment, Part 1: Expert Research Matrix (30 minutes)
Release students to work on Mid-Unit 2 Assessment, Part 1: Expert Research Matrix independently for 30 minutes.
Students may need assistance in clarifying directions. Be sure that students answer the questions themselves independently,
as they are part of the assessment
Remind students to only complete Part 1. Part 2 will be completed during Lesson 8.

A. Debrief: Becoming the Expert (10 minutes)
Offer a cloze sentence to students

who may struggle with the debrief.
A sample cloze sentence could be: I
feel (excited, nervous, ready) to
share with others because (my
group helped me, I know my book
really well, I really enjoyed this book
and am excited to share).
Refocus students whole group.

Reread the learning target for the day as a class.
Ask students to show a Fist to Five for how they felt they did in accomplishing the target.
Remind students that the process they went through today was so that they could be prepared to share their expertise with
others in the next lesson.
Ask:
* How do you feel about sharing your knowledge of your Magic Tree House book with others?
Have students turn to a neighbor and share how they are feeling. Ask for a couple of volunteers to share with the whole
group.
Thank students for their hard work today and let them know that you are excited that they will have the opportunity to share
their expertise with others in the next lesson.
Homework
Choose a chapter in your Magic Tree House book to practice reading for fluency in the next class. Practice reading it fluently
at home.
Note: Decide whether to collect students Mid-Unit 2 Assessments, Part 1 at this point or whether to have students hold on to
their research matrixes. They will need their matrix again in Lessons 7 and 8.

Mid-Unit 2 Assessment: Expert Research Matrix

Name:
Date:
Focus question for discussion:
How are our Magic Tree House books similar? How are they different?
Part 1
Directions:
1. Read the Question that will be asked to yourself.
2. Think about your response to the question. Look back at your recording forms or in the book for
evidence.
3. Record your response to the question and the page(s) where you found it in the text.
4. When you are finished, reread your response to make sure you have completely answered the
questions that will be asked during discussion tomorrow.

PART 1
Question that will be asked
Evidence from my notes I want to share
Page(s) in
text
1. What was the title of your

book?
2. When and where does the
story take place?
3. Who are the important
characters?
4. What are two key events in
the story?
EVENT 1
EVENT 2
CUSTOM or TRADITION
WHAT I LEARNED
ABOUT CULTURE
5. What are two interesting

customs or traditions that
you found in the story?
6. What did you learn about the
countrys culture from each?
7. Find one new word or phrase

in your book that you found
interesting. What does the
word or phrase mean in the
text?
WORD or PHRASE:
DEFINITION:

PART 2 Please fill in this part during discussion during Lesson 8.
Question that will be asked
Evidence from my notes I want to share
8. What is one way all three

Magic Tree House books are
similar?
The books are similar because
Evidence/examples from the discussion to support my thinking:
9. What is one way all three

Magic Tree House books are
different?
The books are different because
Evidence/examples from the discussion to support my thinking:

Mid-Unit 2 Assessment, continued: Fishbowl
Discussion of Magic Tree House books

Fishbowl Discussion of Magic Tree House books

I can compare and contrast stories by the same author. (RL.3.9).
I can effectively engage in discussions with diverse partners about third-grade topics and texts. (SL.3.1)
I can express my own ideas clearly during discussions. (SL.3.1)
I can build on others ideas during discussions. (SL.3.1)
I can ask questions when I am confused about what a speaker is saying. (SL.3.3)
I can answer questions to show what I know when listening to a speaker. (SL.3.3)
Ongoing Assessment
I can answer questions about my Magic Tree House book using specific details from the text.
I can effectively engage in a conversation with my peers about our Magic Tree House books.
Mid-Unit 2 Assessment: Expert Research Matrix (begun

in Lesson 6)
I can compare and contrast stories in the Magic Tree House series.
Teacher Assessment Checklist for Discussion

Agenda
Teaching Notes
1. Opening
In Lesson 6, students began their Mid-Unit 2 Assessment, completing Part 1 of the Expert Research
Matrix. In Lesson 7, students begin the second part of the assessment, starting their Fishbowl
discussion with their new triads. In Lesson 8, students will have time to complete their discussions and
also complete the Expert Research Matrix, Part 2. Preview Lessons 7-8 in advance to have a clear sense
of the arc of students work.

2. Work Time
A. Fishbowl Model in Preparation for Discussion (10
minutes)
During the discussion in Lessons 7 and 8, circulate to assess students discussion skills, using the
checklist aligned to SL.3.1 and SL.3.3.
B. Mid-Unit 2 Assessment: Fishbowl Discussion of Our

Magic Tree House Books (30 minutes)
To help students succeed with the Fishbowl discussion, model the discussion setup and process with
one of the established Book Clubs during Work Time A. Identify this group ahead of time and brief them
on their tasks: Let them know they will use Question 1 on the Mid-Unit 2 Assessment: Expert Research
Matrix for their model conversation. The group will need to practice the following:

A. Turn and Talk (5 minutes)
4. Homework
A. 2-1 Homework: Tell someone at home 2 new facts
you learned about other Magic Tree House books
from your discussion and 1 book discussion skill you
are getting really good at.
Have one student volunteer act as facilitator for this discussion. This student will get the process
started.
Read the question aloud.
Each member of the group takes a turn sharing evidence and what page it is on
After everyone has shared, the student facilitator asks if there are any questions for anyone in the
group. If there are questions, the student asked must respond.
If there are no questions or clarifications needed, the facilitator asks the group to give a thumbs-up if
theyre ready to move on to the next question.
The facilitator chooses a new person to start.
The group then moves on to the next question.
To streamline logistics, distribute the Book Discussion checklist to students before the lesson start.
In advance:
Create strategic groups of three for the Fishbowl discussions. Each triad should have one
representative from each Magic Tree House book. Consider posting these groups on chart paper or
displaying them on the document camera to aid in quick transitions. If you have an uneven number of
students, form some groups of four, doubling up with two students who read the same text.
Post learning targets, Procedure for Mid-Unit 2 Assessment Discussion anchor chart.

Lesson Vocabulary
Materials
Fishbowl, facilitator
Fluent Reader Criteria anchor chart (begun in Module 1, Unit 2, Lesson 8

Procedure for Mid-Unit 2 Assessment Discussion anchor chart (new; teacher-created; see supporting materials)
Mid-Unit 2 Assessment: Expert Research Matrix (from Lesson 6)
Assessment Checklist for Discussion (for teacher reference)
Opening

Celebrate the strong work students have been doing in their Book Clubs. Remind them that today is the day they will share
their expertise with others. Say something like:
For students who need extra

support with fluency, allow them
time to practice whisper-reading to
themselves or using assistive
technology.
* Today, you will share your expertise with some of your peers not in your Book Clubs. To introduce our books to others in
the group, we will begin by reading a short passage. This will also help us to practice reading fluently.
Remind students of their fluency practice in Lessons 2 and 4. Let them know they will not be working with their fluency
partners, but rather with new Book Club members.
Inform students of the new triads they will work with today. Have them meet with their new triads in a circle in the room.
Direct students attention to the Fluent Reader Criteria anchor chart. Quickly review each of the criteria. Explain and
expand as necessary.
Ask students to take out their Magic Tree House books and search for a couple of paragraphs from the section they
practiced reading fluently for homework.
Tell students to spend 2 minutes softly reading aloud the passage they selected to themselves, focusing on aspects of good
oral reading fluency. They can refer to the anchor chart as often as necessary.
Students should take turns sharing their selected paragraphs with their new Book Clubs by reading aloud.
After a member of the group reads, each student should give verbal feedback using the star and step framework. Consider
using sentence frames: I like how you_______ and I think you would be more fluent if you_______.

Opening (continued)

Ask students to gather in a circle in the middle of the classroom.
When unpacking the learning

targets, consider using visuals to
support the meaning of key words in
the target.
Invite them to turn and talk with an elbow partner:
* Turn to your partner and tell him/her what work you did yesterday with your collection of Capturing Key Details
recording forms and the Magic Tree House Expert Jigsaw Research Matrix recording form. Talk to him/her about how
you were becoming an expert that can share your knowledge of the story and the culture of the country with others.
Cold call pairs to share what their partner told them.
Direct students attention to the learning targets and read them aloud:
* I can answer questions about my Magic Tree House book using specific details from the text.
* I can effectively engage in a conversation with my peers about our Magic Tree House books.
* I can compare and contrast stories in the Magic Tree House series.
Clarify the targets as needed.
Ask for volunteers to restate the learning targets in their own words.
Tell students that today they will complete Part 1 of the Mid-Unit 2 Assessment: Book Discussions of Our Magic Tree House
Books today, and tomorrow they will complete Part 2.

Work Time
A. Fishbowl Model in Preparation for Discussion (10 minutes)
Allowing students to see a model of

the discussion from their own peers
lets them see how it can be done.
Students may feel more capable if
they see the model from their peers.
Students should still be gathered in the middle of the classroom in a circle.

Say something like:
* Now that you have organized your research, it is time to have a discussion with your Book Club. This discussion will give
you the opportunity to share with others the knowledge you gained from your Magic Tree House book. You will also get to
learn about the other Magic Tree House books that your classmates have been reading and discussing. I have asked one
Book Club to help me show you how this will look. This group is going to come sit in the center of what we call the
fishbowl.
Consider giving students a brief explanation as to why it is called a Fishbowl discussion:
When students are being asked to

talk with a neighbor, consider
pairing ELLs with a peer who
speaks their native language so they
can discuss in their native language.
* It is because, just like when we look at fish inside a bowl or aquarium, we can watch everything students are doing, but
we cant interrupt them. When students are in the center, we can watch and hear what they are doing, but we don't
interrupt. We watch and learn.
Display the Procedure for Mid-Unit 2 Assessment Discussion anchor chart and read each point aloud. Clarify as
necessary.
Have the model group sit in the center with their Magic Tree House books and Mid-Unit 2 Assessment: Expert
Research Matrix.
Tell the class:
* I want you to watch and listen as this group has a conversation about their book. Notice how they use their Mid-Unit 2
Assessment: Expert Research Matrix to guide their conversations. I am going to display the research matrix for you so
that you can follow along with what the group is saying.
Ask if there are any clarifying questions. Prompt the group to begin. Set a time limit of 3 minutes for their model. See
Teaching Notes for how the group conversation should be organized.
After the group has finished, direct the rest of the class to turn to a neighbor and share what they saw and heard. Circulate
around to listen in on what students saw and heard.
Cold call a couple of students to share with the class. Ask whether there are any clarifying questions on how the conversation
will go or how to use the Mid-Unit 2 Assessment: Expert Research Matrix during the discussion.

B. Mid-Unit 2 Assessment: Fishbowl Discussion of Our Magic Tree House Books (30 minutes)

Assign groups for the discussions.

Ask students to take their Mid-Unit 2 Assessment: Research Matrix and join their new group.
Once students are settled, display the Book Discussion checklist. Remind students that just like in other book clubs,
they will be responsible for tracking progress with discussion skills using this checklist.
Have students begin their discussions.
During the discussions, circulate and use the Assessment Checklist for Discussion to observe students and assess
standards SL.3.1 and SL.3.2. This lesson and the next have time allotted for students to engage in the discussions. This will
allow for them to participate in high-quality discussions and for teachers to be able to observe all groups.
If students do not complete the discussion in 30 minutes, reassure them that they will continue tomorrow. Monitor the pace
of discussions to support stopping them in an appropriate spot.
A. Turn and Talk (5 minutes)

Refocus students whole group. Ask them to return to sitting in the circle in the middle of the room.
Consider using sentence starters for

ELLs to support them in talking
with their partner.
Recognize students for their hard work in preparing for the discussions and for sharing their expertise with each other.
Ask them to turn and talk:
* Tell your partner what has been going well so far in your discussion and something that you want to improve for
tomorrow.
Cold call a few pairs to share out. Remind students that this discussion will continue tomorrow and you will, again, be
listening in to conversations.
Homework
2-1 Homework: Tell someone at home 2 new facts you learned about other Magic Tree House books from your discussion
and 1 book discussion skill you are getting really good at.

Procedure for Mid-Unit 2 Assessment Discussion

1. Choose someone in your group to start. You could ask for a volunteer or rock/paper/scissors for
who will go first.
2. The first person will begin by reading the question aloud.
3. After reading the question, the first person will respond with the evidence he or she wrote on the
Mid-Unit 2 Assessment: Expert Research Matrix.
4. This person is then responsible for calling on another member to respond.
5. The person chosen cannot pass but must respond with the evidence he/she recorded on his/her
research matrix.
6. After sharing the evidence that he/she recorded, a new person is chosen to share and the pattern
continues.
7. A student cannot be called on a second time until everyone has had a turn.
8. After the first round, group members can ask clarifying questions of other members. To ask a
question, a group member should say: (Name), I have a question for you about what you said.
9. Whomever the question was directed to needs to answer the question.
10. For a second round, students continue the process, but with a new discussion question.
11. Make sure to refer to the page numbers in your book to support your ideas and help listeners stay
engaged.
Assessment Checklist for Discussion

Teaching Directions:
This checklist is used to assess SL.3.1ad and SL.3.3. To use this checklist, record student names in
the column headings. Observe each group for about 5 minutes. During that time, circle behaviors
either observed or not observed for each student. This checklist can be used as an assessment tool
and as a tool during individual conferences with students after the discussion.
Group A
Student A
Student B
Student C
Observed
Come to discussions
prepared, having read or
Not yet
studied required
observed
material; explicitly draw
on that preparation and
other information known
about the topic to explore
ideas under discussion.
Observed
Observed
Not yet
observed
Not yet
observed
Observed
Observed
Not yet
observed
Not yet
observed
Notes:
(SL3.1a)
Follow agreed-upon rules Observed
for discussions (e.g.,
Not yet
gaining the floor in
observed
respectful ways, listening
to others with care,
speaking one at a time
about the topics and texts
under discussion).
(SL3.1b)
Assessment Checklist for Discussion

Group A
Student A
Student B
Student C
Ask questions to check

understanding of
information presented,
stay on topic, and link
their comments to the
remarks of others.
Observed
Observed
Observed
Not yet
observed
Not yet
observed
Not yet
observed
Observed
Observed
Observed
Not yet
observed
Not yet
observed
Not yet
observed
Observed
Observed
Observed
Not yet
observed
Not yet
observed
Not yet
observed
Notes:
(SL3.1c)
Explain their own ideas
and understanding in
light of the discussion.
(SL3.1d)
Ask and answer
questions about
information from a
speaker, offering
appropriate elaboration
and detail.
(SL.3.3)

Completing the Mid-Unit 2 Assessment:
Continuing Fishbowl Discussion and Completing


I can express my own ideas clearly during discussions. (SL.3.1)
I can build on others ideas during discussions. (SL.3.1)
I can ask questions when I am confused about what a speaker is saying. (SL.3.3)
I can answer questions to show what I know when listening to a speaker. (SL.3.3)
I can compare and contrast stories by the same author. (RL.3.9)
Ongoing Assessment
I can answer questions about my Magic Tree House book using specific details from the text.
I can effectively engage in a conversation with my peers about our Magic Tree House books.
Mid-Unit 2 Assessment: Expert Research Matrix (begun

in Lesson 6)
I can compare and contrast stories in the Magic Tree House series.
Assessment Checklist for Discussion (begun in Lesson 7)

Agenda
Teaching Notes
1. Opening
In this lesson, students complete their Mid-Unit 2 Assessment. They finish their discussion with their
new triads (begun in Lesson 7). They then return to their Expert Research Matrix to fill in Part 2, in
which they write down what they learned from comparing and contrasting their Magic Tree House
books
A. Unpacking the Learning Targets (5 minutes)

2. Work Time
A. Mid-Unit 2 Assessment, continued: Completing
Fishbowl Discussion of Our Magic Tree House
Books (20 minutes)
Work Time is broken up into three purposeful sections.

Work Time A provides students with time to wrap up unfinished discussions.
B. Model for Completing the Expert Research Matrix (5

minutes)
Work Time B gives the teacher time to model how students will complete Part 2 of the assessment,
and it serves as a clear transition period between group work to independent work.
C. Completing the Mid-Unit 2 Assessment: Part 2 of the

Expert Research Matrix (20 minutes)
In Work Time C, students will complete Part 2 of the Expert Research Matrix independently.

A. Debrief (10 minutes)
4. Homework
A. Tell someone at home one similarity and one
difference between your Magic Tree House book
and another one of the Magic Tree House books.
As students finish their discussions during Work Time A, teachers circulate and use the Teacher
Assessment Checklist for Discussion to assess any students they did not get to in Lesson 7.
Collect students Mid-Unit 2 Assessment: Expert Research Matrix at the conclusion of this lesson. Use
the Teacher Assessment Checklist for Magic Tree House Expert Jigsaw Research Matrix to collect
assessment data on students progress toward mastery of standards RL.3.1, RL.3.9, and W.3.8.
Post: learning targets.

Lesson Vocabulary
Materials
Mid-Unit 2 Assessment: Expert Research Matrix (from Lesson 6; students own, plus one for display)
Document camera
Procedure for Mid-Unit 2 Assessment Discussion anchor chart (begun in Lesson 7)
Assessment Checklist for Discussion (from Lesson 7; for teacher reference)
Assessment Checklist for Mid-Unit 2 Assessment: Expert Research Matrix (for teacher reference)

Opening

Ask students to gather in a circle in the middle of the room. Remind them that in the previous lesson, they started their
discussions to share about their Magic Tree House books and today, they will finish that discussion.

the target.
* Turn to your neighbor and tell him/her what work you did yesterday with your new Book Club and where your
discussion stopped.
* I can answer questions about my Magic Tree House book using specific details from the text.
* I can effectively engage in a conversation with my peers about our Magic Tree House books.
* I can compare and contrast stories in the Magic Tree House series.
Focus on the final learning target. Say something like:
* Lets focus on the last learning target. This was one you did not get to yesterday. Lets focus on two key words: compare
and contrast. Who can tell me what those words mean?
Call on a volunteer to share what the terms compare and contrast mean. Students should say that they mean to find things
that are the same and things that are different.
Let students know that today they will compare and contrast the different Magic Tree House books. Say something like:
Today, you will complete your discussions from the last lesson. Then, you will complete Part 2 of the Mid-Unit 2
Assessment. In this part of the assessment, you will discuss how your books are the same and different. As in the previous
lesson, you will record this information on the Mid-Unit 2 Assessment: Expert Research Matrix. I will show you a model a
little later on for how to complete this.

Work Time
A. Mid-Unit 2 Assessment, continued: Completing Fishbowl Discussion of Our Magic Tree House Books (20
minutes)
Ask students to take their Magic Tree House books, Magic Tree House Expert Jigsaw Research Matrix, and
Magic Tree House Book Discussion checklist and join their groups from the previous lesson.

Display the Magic Tree House Book Discussion checklist via a document camera. Remind students that just like in other
book clubs, they will be responsible for tracking progress with discussion skills using this checklist.
Tell students they have the next 20 minutes to complete the discussions they started yesterday. Encourage them to refer to
the Procedure for Mid-Unit 2 Assessment Discussion anchor chart for guidance during their discussions.
Ask students to begin.
Circulate and use the Assessment Checklist for Discussion to observe students and assess standards SL.3.1 and SL.3.2.
If students complete discussion

before the end of the work time,
encourage them to recheck their
notes from the discussion before
moving on to the next part.
B. Model for Completing the Expert Research Matrix (5 minutes)

Refocus students whole group. Tell students they will now move on to completing the Mid-Unit 2 Assessment, and this part
will be done independently.
Using a document camera, display the Mid-Unit 2 Assessment: Expert Research Matrix, Part 2. Say something
like: I want to show you quickly how I would take notes on Part 2 of your mid-unit assessment. This part of the recording
form is where you will be showing me how you can compare and contrast your Magic Tree House book to the other Magic
Tree House books.
Do a quick think-aloud for students about how you would fill out this part of the recording form. Since you are modeling for
an assessment, it is important that you do not use actual information from the texts. Emphasize to students that you are
going to show how to think through Part 2 but that you will be creating fictitious information so that they can use their
own thinking during the assessment.
Model filling in the information on the Mid-unit 2 Assessment: Expert Research Matrix (Part 2)
Clarify questions as needed.

C. Completing the Mid-Unit 2 Assessment: Part 2 of the Expert Research Matrix (20 minutes)
Allow students 20 minutes to independently record responses to Mid-Unit 2 Assessment: Expert Research Matrix, Part 2.
Remind them that you will be collecting these as an assessment piece.
During the work time, circulate to support students. If students complete the assessment before others, encourage them to
reread all of their work and revise it if necessary.

* Was it easy or challenging to share your book with others? Why?

* Was it easy or challenging to compare and contrast your Magic Tree House books with others? Why?
Ask for volunteers to share out.
Homework
Tell someone at home one similarity and one difference between your Magic Tree House book and another one of the Magic
Tree House books.

Assessment Checklist for Mid-Unit 2 Assessment: Expert Research Matrix

Student A
Student B
Student C
I can answer
questions using
specific details
from literary
text. (RL.3.1)
Matrix Sections 16
I can document
what I learn
about a topic
by taking notes.
(W.3.8)
Matrix Sections 19
I can compare
and contrast
stories by the
same author.
(RL.3.9)
Matrix Sections 89
Key
S= Secure
D= Developing

Close Reading: Launching the Exploring Countries
Books, Part 1

Close Reading:
Launching the Exploring Countries Books, Part 1

I can answer questions to deepen my understanding of informational text. (RI.3.1)
I can use information from the illustrations (maps, photographs) to understand informational texts. (RI.3.7)
Ongoing Assessment
I can learn about my country by doing close reading, with teacher guidance, on my Exploring Countries
text.
Text-Dependent Questions (Italy Research Group only)

I can accurately record information I find about my country.
Fact Hunt/Flag Activity recording form
I can use text features to efficiently find information in my Exploring Countries text.
I can use text features to learn new information about my country.

Close Reading:
Agenda
Teaching Notes
1. Opening
In this lesson, students transition back to reading informational text. The informational texts, which
partner with the Magic Tree House texts, are as follows:
A. Engaging the Reader and Unpacking the Learning

Targets (5 minutes)
2. Work Time
A. Getting Ready for Work Tasks (7 minutes)
B. Work Time (40 minutes)
A. Praise and Probe (6 minutes)
B. Review Word Tracker Routine (2 minutes)
4. Homework
A. A. Word Tracker homework.
Iraq Book Club groups: Seasons of the Sandstorm Exploring Countries: Iraq
Italy Book Club groups: Carnival at Candlelight Exploring Countries: Italy
India Book Club groups: A Crazy Day with Cobras Exploring Countries: India
In this lesson, students are given their informational texts.
Starting with this lesson, each country group will cycle through a series of activities by the end of Lesson
11. The activities include an independent read of pages 411 in their Exploring Countries text, a text
feature scavenger hunt with the group or a reading partner, a fact hunt/flag activity, and a guided close
reading with the teacher.
In this lesson, the Italy group completes a series of text-dependent questions with teacher guidance and
support during Work Time while the Iraq and India groups focus on the Text Feature Scavenger Hunt
recording form and Fact Hunt/Flag Activity recording form. The Iraq and India groups are expected to
work independently while completing these forms. Tailor this expectation to your students needs and
capabilities. Alter the lesson demands as necessary.
If students finish their work early, have another task in place for them to complete. One suggestion is for
them to read their independent reading books.
Use the Closing and Assessment to get an accurate understanding of how well students worked during
Work Time. Use this time to address any concerns as necessary and to use students self-assessments as
formative assessments. This will help inform how Work Time is implemented in Lessons 10 and 11.
In the homework for this lesson, students engage with selected vocabulary from the portions of text read
using the Word Tracker routine. Students have some familiarity with the Word Tracker routine and
recording form from Unit 1. The purpose of the vocabulary work in this lesson is to support students in
carefully attending to words. They need not memorize the words, but they do need to build strategies to
help them find the meaning of unknown words. These include knowing how to use a glossary or
dictionary.
Continue to use a simple organization system for students to keep track of all materials e.g. two-pocket
folder). Students will need all of their Unit 2 materials again in Unit 3.

Close Reading:
In advance:
Review the Close Reading Guide: Exploring Countries: Italy (for teacher reference).
Create and post the Structural Features of Informational Text (Exploring Countries) anchor chart
and Lessons 9, 10, and 11 Work Time Tasks anchor chart.
Lesson Vocabulary
Materials
text feature, culture, glossary, index,

caption, table of contents, definition,
close reading
Exploring Countries: Japan (one per student in that assigned group)

Exploring Countries: Italy (one per student in that assigned group)
Exploring Countries: India (one per student in that assigned group)
Structural Features of Informational Text (Exploring Countries) anchor chart (new; teacher-created; see supporting
materials)
Text Feature Scavenger Hunt recording form (one per student)
Lessons 9, 10, and 11 Work Time Tasks anchor chart (new; teacher-created; see supporting materials)
Fact Hunt/Flag Activity recording form (one per student)
Text-dependent Questions: Exploring Countries: Italy (one per student studying Italy)
Close Reading Guide: Exploring Countries: Italy (for teacher reference)
Equity sticks
Word Tracker homework, Lesson 9 (one per student)
Word Tracker homework, Lesson 9 (answers, for teacher reference)

Close Reading:
Opening
A. Engaging the Reader and Unpacking the Learning Targets (5 minutes)

Note: See Work Time Tasks chart (in supporting materials) for which groups work on text-dependent questions in this
lesson.
The unpacking of the learning

targets is a crucial early step in
every lesson. Targets help the
students see where theyre going,
what they will be doing and
learning. Its important that you
help your students understand that
in this part of the lesson, they must
work hard to understand the
learning targets. Make sure they feel
comfortable enough to speak up to
ask for clarification if its needed.
Gather students together. Tell them its once again time to think about digging in to some research.
* Remind students of this modules performance task (first mentioned in Unit 1, Lesson 6). Start by saying something like:
The performance task is always the creation of a special product of some sort. In Module 1, you created the Accessing
Books around the World bookmark. In your Magic Tree House Book Club, you have learned about cultures in Italy, Iraq,
or India from a time period in the past. As you know, author Mary Pope Osborne always sends Jack and Annie back in
time to places and countries that existed long ago. Her Magic Tree House stories are set in the past.
Continue by saying something like:
* You will continue to work with your group, but for the next several lessons, you will be working with informational texts
to research a country and its culture in the present day. You will read informational texts, take notes, and have discussions
with your research group. After you conduct your research and learn about the countrys culture, you will write a letter to
Mary Pope Osborne! The purpose of your letter will be to ask her to consider sending Jack and Annie back to a country
she has written about before, but in the present day. Your letter will need to be full of facts and details. You will need to
give specific information about the culture of your country that Ms. Osborne could use in a present-day story.
Explain that to do this, the students will first have to do some research.
Direct their attention to the learning targets and read the first two aloud:
* I can learn about my country by doing close reading, with teacher guidance, on my Exploring Countries text.
* I can accurately record information I find about my country.
Deconstruct the first learning target by underlining the phrases close reading and guidance. Students should be familiar
with the term close reading, but help them understand that when you will be guiding them through the work, helping with
the reading and gathering of details in a structured and purposeful way.
Tell students that across the next few lessons, each Book Club will take notes about text-dependent questions with your
guidance.
Redirect their attention back to the learning targets and read the next two aloud:
* I can use text features to efficiently find information in my Exploring Countries text.
* I can use text features to learn new information about my country.

Close Reading:
Opening (continued)
Highlight the words text features in the targets. Remind students that text features are the parts of a book that stand out
from the rest of the text.
Ask them to name some examples of text features.
Cold call on a few students to share out. Confirm accurate responses and correct any misconceptions.
Tell students they need to think about how to use text features to find information efficiently, or quickly. Remind them that
good researchers are also good readers and that reading informational text is very different from reading literary text.
Say something like:
* Readers of informational text need to learn how to navigate the text and learn how to use the text features. One way you
are going to become stronger readers of informational text is by learning to use and read the text features in informational
books.
Underline the word efficiently in the first target and ask a volunteer to define this word.
Make sure students understand that it means being quick but accurate. Help students understand that they will use
resources and text features to find information in their new text.

Close Reading:
Work Time

Ask students to move to their designated Book Club meeting spots.

Distribute the Exploring Countries informational texts to the appropriate Book Clubs.
Remind students of their work with Exploring Countries: Japan. Allow them 1 minute to page through their books. Direct
students to look at the table of contents of their books.
Display the Structural Features of Informational Text (Exploring Countries) anchor chart. Read through the
anchor chart together. Ask for volunteers to give a brief description of these standard nonfiction text features: table of
contents, index, glossary, and caption.
Distribute the Text Feature Scavenger Hunt recording form. Tell students that they will be using their Exploring
Countries informational texts to find and learn information efficiently using text features.
Display the Lessons 9, 10, and 11 Work Time Tasks anchor chart.
Explain that the work for these lessons will require students to carefully attend to four specific tasks:
1. Independently read pages 411 of their Exploring Countries text.
2. Complete the Text Feature Scavenger Hunt with a reading partner or their group.
3. Participate in a guided close reading of pages 411 of their Exploring Countries text led by the teacher.
4. Complete the Fact Hunt/Flag Activity.
Using total participation techniques,

such as cold call or equity sticks,
in whole-class shares.
models of language.
Help each group understand the flow of their work based on the anchor chart. Explain that you will need to do the close
reading work with each group without interruptions from the other groups. Ask students a few procedural questions to see if
they all understand how things will work in these lessons. Allow for any additional questions.
Distribute the Fact Hunt/Flag Activity recording form. Allow students a few moments to orient to this form. Ask them
to imagine doing the work of this activity in a quiet and independent way.

Close Reading:

want to assign an adult to monitor
the process of the work and assist
students who may struggle or lack
independence.
Remind students that they have 40 minutes to complete their work. If they finish early, they should read their independent
reading books.
Ask those students assigned to Italy to gather their Exploring Countries text and a pencil and gather with you in a particular
area in the classroom.
Distribute the Text-Dependent Questions: Exploring Countries: Italy to the Italy group.
Guide students through the Close Reading Guide, referring to the Close Reading Guide: Exploring Countries: Italy
(for teacher reference) and providing extra support by doing the first read with them.
Check on the Iraq and India groups as necessary during this work time. Remind these students that they should work quietly
and productively for the duration of the period. If they finish early, they should read their independent reading books
silently.

student who speaks the same home
can let students have more
points in their language.

Close Reading:

Gather students together and congratulate them on a strong and smooth transition back to informational text (praise).
Ask students to each think of key learning for them from todays lesson (probe).
Use equity sticks to determine which students share their key learning.
Distribute the Word Tracker homework, Lesson 9. Remind students of the routine followed in Unit 1.
In Column 1, they write the word or term.
In Column 2, they copy the definition as it appears in the glossary (of their Exploring Countries book).
After thinking about the meaning of the word or term, in Column 3, students should write a simplified version of the
definition shown in Column 2 using their own words.
If necessary, project one of the books glossaries and practice the routine with a word from the glossary (or use Exploring
Countries: Japan).
Tell students they will need to take their Exploring Countries text home to do this work. Stress that they must be responsible
and return both the book and the Word Tracker homework to the next class.
Homework
Complete the Word Tracker homework. Bring the book and Work Tracker Homework back to school for the next lesson.

Lessons 9, 10, and 11 Work Time Tasks

Lesson
India
Iraq
Italy
Text Feature
Scavenger
Hunt
Independently read pages 411
MEET WITH TEACHER
Fact Hunt/Flag
Read aloud pages 411
Independent
reading book
10
Independently
read pages 4
11
Close Reading
MEET WITH TEACHER
Text Feature Scavenger Hunt

Independent reading book
Close Reading
Fact
Hunt/Flag
11
MEET WITH
TEACHER
Text Feature Scavenger Hunt
Fact Hunt/Flag
Independent reading book
Independently reread pages 4

11
Close Reading
IMPORTANT:
Each work period is 40 minutes long. If you finish ahead of time, read your independent reading
book.
Your teacher needs to be completely focused on working with the group. If you are not working
with the teacher, your work cannot interfere with or disrupt the work of the other students/groups.
Structural Features of Informational Text (Exploring Countries)

1. Table of contents
2. Text in chapters with fact boxes, maps, insets, photographs, captions, graphic sources (maps, pie
chart)
3. Fast Facts
4. Glossary
5. Learn More section
6. Index

Name:
Date:
Directions: Use your copy of Exploring Countries to find the named text features. Once you have
found each text feature, write down the page number and the new information you learned from
that feature.
Text feature that helps us
find information efficiently
Page
Information I learned
Photographs
Map
features)
Did you know? Fun Facts
captions
Bold words
important words)

Text feature that helps us
find information efficiently
Page
Information I learned
Index
the text)
Glossary
(Mini dictionary that helps the
in the text)
Table of contents
Other
(Extra information placed
within the text, such as graphs,
charts, or fact lists)
Fact Hunt / Flag Activity

Use pages 28 and 29 to learn interesting facts about your country.
1. What is the main religion of the country? ______________________________
What percent of the people follow this religion? ______%
What other religions are practiced in this country? ________________________________
2. What is the official language of the country? ________________________________
3.Name four products that are grown in this country:
_______________________________ ________________________________
_______________________________ ________________________________
4. What is the capital city of the country? _________________________________
5.What is the currency (unit of money)? _________________________________
6. Name three other cities in the country:
____________________________________________________________________
7. Name four products that are manufactured (made) in this country:
_______________________________ ________________________________
_______________________________ ________________________________
8. What is the official name of the country?
_______________________________________
9. What is the population of the country? ______________________ as of ______________
10. What are three industries that are important to the countrys economy?
__________________________________________________________________
Fact Hunt / Flag Activity

Use page 28 to read about your countrys flag and see what it looks like.
Transform the rectangle below into the flag for your country. Draw before you color.
When was the flag adopted? __________________________________

What do the colors stand for?
What symbol is part of your countrys flag? _______________________________________

What does this symbolize? ___________________________________________________
_____________________________________________________________________
Text-Dependent Questions: Exploring Countries: Italy

Name:
Date:
**You will use this sheet as I guide your group in rereading pages 411**
Italy/Activity
Questions to Discuss and Answer
Look carefully at pages

4 and 5 but do not
reread them yet.
What can you find out by reading these pages?
Use what you notice to

answer the questions in
the box on the right.
_______________________________________
Read along as your

teacher reads page 5
aloud.
Reread this sentence out loud together:
With your group,

answer the question on
the right.
_______________________________________
How do you know? Turn and talk to a partner about the clues you used.
In the north, Italy borders France, Switzerland, Austria

and Slovenia
Look carefully at the map. Put one finger on Italy, then point to France,
Switzerland, Austria, and Slovenia with your other hand.
What do you think the word borders means?
______________________________________________
* What strategy did you use to figure out what this word means?
_____________________________________________________________________

Italy/Activity
Read page 5 silently

and then answer the
question on the right.
List four seas that border Italy:

______________________________________________
______________________________________________
______________________________________________
______________________________________________

6 and 7 but do not
reread them yet.
Answer the questions in

_______________________________________
_______________________________________
Take turns reading the
paragraphs on page 6
aloud.
The text says, With a height of 15,770 feet (4,807 meters), this mountain
is the tallest in Europe.
15,770 feet is the same as _________ meters.
* How did you figure this out?

_____________________________________________________________________

Italy/Activity
Discuss this question

with the group.
Which mountain is the tallest in Europe?

(Hint: carefully reread the other sentences in this paragraph.)
_________________________________________
Read along as
someone in your
group reads page 8
aloud.
The text says,

Mount Vesuvius, the only active volcano on Europes
mainland, rises near the city of Naples.
What is Mount Vesuvius?
______________________________________________
Underline the words in the sentence you used to answer this question.
Turn and talk to a partner. What do you notice? How are the commas in this
sentence like the parentheses on page 6?
* What strategy did you use to figure out what Mount Vesuvius is?
_____________________________________________________________________
Read along as your
out loud.
Why is the word archeologist in bold (dark) print?

______________________________________________
What is an archeologist?
______________________________________________
______________________________________________
* What strategy did you use to figure out what an archeologist is?
_____________________________________________________________________

Italy/Activity

with your group.
Why are the archeologists in Pompeii?

______________________________________________
______________________________________________
Look carefully at
pages 10 and 11 but do
not reread them yet.
Answer the questions

in the box on the right.
_______________________________________
_______________________________________
Read along as your
teacher reads pages 10
and 11 out loud.
What is a marmot?
______________________________________________
______________________________________________
_____________________________________________________________________

Italy/Activity
Reread page 11
silently, then answer
the question in the box
at the right.
What animals that live in Italy are featured in both the text and the photos?
_______________________________________
_______________________________________
Where did you find information about the wild boar?
_______________________________________
Finding Out More in a Nonfiction Text
Look back at your answers in the long boxes with *asterisks* in them.
List five different ways you can find out more information about a word, phrase, or topic when you are
reading nonfiction text.
1.
2.
3.
4.
5.
SAVE THIS HANDOUT AND USE IT AS YOU CONTINUE READING YOUR EXPLORING
COUNTRIES BOOK.
Close Reading Guide: Exploring Countries: Italy

Teacher Directions: Use this guide to help students move through their rereading of
pages 411
Italy/Activity
Have the group begin
by reading the
directions on the left
aloud.

Then work through each question in the corresponding box at the right
together, using each as an opportunity for instruction and discussion.

4 and 5 but do not
reread them yet.

Where Italy is

answer the questions in
Read along as your
aloud.
With your group,
answer the question on
the right.
Students should note the header in red at the top of the page, as
well as the map, on which Italy is circled.
In the north, Italy borders France, Switzerland, Austria
and Slovenia
Look carefully at the map. Put one finger on Italy, then point to France,
Switzerland, Austria, and Slovenia with your other hand.
Borders must mean is next to or beside.
I looked carefully at the illustrations (map) to help me figure out what the words in the
text might mean.
Close Reading Guide: Exploring Countries: Italy

Italy/Activity
Read page 5 silently

and then answer the
List four seas that border Italy:

Adriatic Sea
Tyrrhenian Sea
Ionian Sea
Mediterranean Sea

6 and 7 but do not
reread them yet.

What the land is like in Italy
Answer the questions in

paragraphs on page 6
aloud.
well as the photos on the page.
The text says, With a height of 15,770 feet (4,807 meters), this mountain
is the tallest in Europe.
15,770 feet is the same as 4,807 meters.

I looked inside the parentheses to find out more.
Students may not be familiar with the word parentheses. If not, introduce it here.
Discuss the use of parentheses to add additional information in the sentence above. Be
sure students understand the relationship between the information in parentheses and
the words just before the parentheses.

Italy/Activity

with the group.
Which mountain is the tallest in Europe?

(Hint: carefully reread the other sentences in this paragraph.)
Monte Bianco
Demonstrate how to reread the previous sentence to find this
information.
Read along as someone

in your group reads
page 8 aloud.
The text says,

Mount Vesuvius, the only active volcano on Europes
mainland, rises near the city of Naples.
What is Mount Vesuvius?
The only active volcano on Europes mainland
Underline the words in the sentence you used to answer this question.
Turn and talk to a partner. What do you notice? How are the commas in
this sentence like the parentheses on page 6?
Note: If students are unfamiliar with the word comma, review it
here. Be sure they notice that both the pair of parentheses and
pair of commas are used to provide additional information that
helps the reader better understand the words just before them.
* What strategy did you use to figure out what Mount Vesuvius is?
I looked between the commas for more information.

Italy/Activity
Read along as your

out loud.
Why is the word archeologist in bold (dark) print?

It can be found in the glossary.
What is an archeologist?
A scientist who studies the remains of past civilizations.
* What strategy did you use to figure out what an archeologist is?
I looked in the glossary at the back of the book.

Italy/Activity

with your group.
Why are the archeologists in Pompeii?

Reread and discuss to be sure students infer that the volcanic
eruption left Pompeii much as it was 2,000 years ago- providing a
very rich opportunity for archeologists to learn about the past.
Look carefully at
pages 10 and 11 but do
not reread them yet.

The wildlife there are in Italy
Answer the questions

in the box on the right.
Read along as your
teacher reads pages 10
and 11 out loud.
well as the photos on the page.
What is a marmot?
A kind of squirrel that lives in the ground
Use this question to check to see if students understand how to
use the information between the commas to define the word,
marmot. Review if necessary.
I looked at the information between the commas.

Italy/Activity
Reread page 11
silently, then answer
the question in the box
at the right.
What animals that live in Italy are featured in both the text and the photos?
Porcupines, chamois, wild boar, and pink flamingos.
Where did you find information about the wild boar?
In the Did you know? section
Note: Introduce the term sidebar if students are unfamiliar with
it. Be sure they notice that information about the wild boar can
be found only in the Did You Know? sidebar and discuss the
importance of reading sidebars to deepen the understanding of a
particular topic in a text.
Finding Out More in a Nonfiction Text

List five different ways you can find out more information about a word, phrase, or topic when you are
reading nonfiction text.
1. Look at the illustrations, photos, or graphics.
2. Look at the words inside the parentheses.
3. Look at the words inside sets of commas.
4. Look in the glossary.
5. Read the sidebars.
COUNTRIES BOOK.
Word Tracker Homework, Lesson 9

Name:
Date:
Follow the Word Tracker routine using the words for your Exploring Countries text.
Exploring Countries: Italy
Exploring Countries: India
Exploring Countries: Iraq
peninsula, glaciers, fertile
peninsula, gulf, plateau
gulf, salt flats, fertile
Definition
Definition

peninsula, glaciers, fertile
peninsula, gulf, plateau
gulf, salt flats, fertile
Definition
peninsula (Italy)
a section of land that

extends out from a larger
piece of land and is almost
completely surrounded by
water
land with water on three

sides
glaciers (Italy)
fertile (Italy)
massive sheets of ice that

move slowly over large
areas of land
really large masses of ice

that move slowly
good for growing things
supports growth
peninsula (India)
gulf (India)
plateau (India)
a section of land that

extends out from a larger
piece of land and is almost
completely surrounded by
water
part of an ocean or sea that
extends into land
an area of flat, raised land
land with water on three

sides
like a bay, an area off an

ocean
raised land with a flat top

Definition
gulf (Iraq)
part of an ocean or sea that

extends into land
like a bay, an area off an

ocean
salt flats (Iraq)
salt-covered areas of land
land where there is natural

salt
fertile (Iraq)
supports growth

Books, Part 2

Close Reading:

Ongoing Assessment
I can learn about my country by doing close reading, with teacher guidance, on my Exploring Countries
text.
Word Tracker homework (from Lesson 9)
Text-dependent Questions (Iraq Research group only)

Close Reading:
Agenda
Teaching Notes
1. Opening
In this lesson, students continue to use the informational texts distributed in Lesson 9: Exploring
Countries: Italy, Exploring Countries: Iraq, and Exploring Countries: India.

Homework (6 minutes)
2. Work Time
This lessons Work Time and Closing follow a similar arc to Lesson 9. During Work Time, the Iraq
groups meet with you to participate in a guided close reading while the Italy and India groups work
independently on the Text Feature Scavenger Hunt recording form and Fact Hunt/Flag Activity
recording form.
As in Lesson 9, if students finish their work early (in Work Time), have another task in place for them to
complete. One suggestion is for them to read their independent reading books.
The Closing allows for time to assess how students Work Time was spent and to review the homework.
The homework is another Word Tracker recording form, with different words.
Continue to support students in keeping their materials organized; they will need them again in Unit 3.
4. Homework
A. Word Tracker homework.
In advance:
Review the Concentric Circles protocol and Fist to Five Checking for Understanding technique (see
Appendix).
Post Learning targets and Lessons 9, 10, and 11 Work Time Tasks anchor chart.

Close Reading:
Lesson Vocabulary
Materials

close reading
Exploring Countries informational texts (book; one per student for their assigned group)
Text Feature Scavenger Hunt recording form (from Lesson 9)
Fact Hunt/Flag Activity recording form (from Lesson 9)
Lessons 9, 10, and 11 Work Time Tasks anchor chart (begun in Lesson 9)
Text-dependent Questions: Exploring Countries: Iraq (one per student studying Iraq)
Close Reading Guide: Exploring Countries: Iraq (for teacher reference)
Equity sticks
Word Tracker homework, Lesson 10 (one per student)
Word Tracker homework, Lesson 10 (answers, for teacher reference)

Close Reading:
Opening
A. Engaging the Reader: Concentric Circles to Share Homework (6 minutes)

Ask students to have their Word Tracker homework in hand.

done and to share it with their peers
in an engaging way. Some students
may need support with expressing
themselves either accurately or
clearly.
Remind them of the Concentric Circles protocol and review as necessary. Invite them to form concentric circles.
Give them 1 minute to review the three words/terms from Lesson 9s homework.
Pick a number randomly and have students move that many spaces to their left.
On your cue, have students swap homework papers with the student opposite them. Direct one student to quiz the other on
his or her three homework words/terms. Then, change roles.
Time permitting, have circles rotate three places to the left and repeat the steps.
Collect students Word Tracker homework to informally assess students ability to use context clues to understand words in
the text.
Direct students attention to the learning targets and read each one aloud.
Pause after each target and ask students to indicate their level of understanding by using the Fist to Five.
Since these are identical to the learning targets from Lesson 9, students should feel relatively comfortable with them.
The unpacking of learning targets is

a crucial early step in every lesson.
Targets help students see where
theyre going, what they will be
doing and learning. Its important
that you help your students
understand that in this part of the
lesson, they must work hard to
grasp the learning targets. Make
sure they feel comfortable enough to
speak up to ask for clarification if
its needed.

Close Reading:
Work Time

Direct students to take out these materials from Lesson 9:

Exploring Countries informational text
Display the Lessons 9, 10, and 11 Work Time Tasks anchor chart introduced in Lesson 9. Explain that the work
students began in Lesson 9 will continue today. Invite them to read the anchor chart silently to themselves, specifically
taking note of the tasks listed for todays lesson (Lesson 10).
Ask students to think of their work in Lesson 9. With a show of hands, ask which students did the close reading with your
guidance. Then, ask which students worked on the Text Feature Scavenger Hunt. Finally, ask which students worked on the
independent reading of pages 411 in their Exploring Countries text and the Fact Hunt/Flag Activity.
Ask students if they know what all the tasks have in common.
Cold call a few to share out. Listen for them to say, All of the tasks are helping us to learn more about our country.
Explain that once again, you will need to work with a small group of students on the guided close reading while the rest of
the class works independently. Make sure students realize that this means you will be unavailable to anyone not in the Iraq
group. Therefore, it is important for groups to work on their assigned tasks without interrupting or distracting the other
groups or you.

such as cold calls or equity sticks,
models of language.
Help each group understand the flow of their work for today based on the anchor chart. Ask students a few procedural
questions to see if they all understand how things will work in the lesson. Allow for any additional questions.

Close Reading:

independence.
reading book.
Ask those students assigned to Iraq to gather their Exploring Countries text and a pencil and gather with you in a particular
Distribute the Text-dependent Questions: Exploring Countries: Iraq to the Iraq group.
Lead students through their close reading, referring to the Close Reading Guide: Exploring Countries: Iraq (for
teacher reference) and providing extra support by doing the first read with them.
Check on the Italy and India groups as necessary during this work time. Remind these students that they should work
quietly and productively for the duration of the period. If they finish early, they should read their independent reading book
silently.


Close Reading:

Distribute the Word Tracker homework, Lesson 10. Point out that this homework assignment is identical to Lesson
9s, except it uses new words.
If necessary, project one of the books glossaries and practice the routine with a word from the glossary (or use Exploring
Countries: Japan).
Remind students they will need to take their Exploring Countries text home to do this work.
Homework
Complete the Word Tracker homework. Bring the book and Work Tracker homework back to school for the next lesson.

Text-Dependent Questions: Exploring Countries: Iraq

Name:
Date:
Iraq/Activity
Look carefully at pages 4 and

5 but do not reread them yet.

answer the questions in the
box on the right.
_______________________________________
_______________________________________
How do you know? Turn and talk to a partner about the clues you
used.
Read along as your teacher

reads page 5 aloud.
With your group, answer the
The text says,

Stretching across 169,235 square miles (438,317 square
kilometers), it is surrounded by six other countries.
What is surrounded by six other countries?
______________________________________________
169, 235 square miles is the same as_____________________
square kilometers.
* How did you figure out the number of square kilometers?

_____________________________________________________________________

Iraq/Activity

Reread these sentences out loud together:

Iraq shares its entire eastern border with Iran. It has a short
southeastern border with Kuwait.
Look carefully at the map. Put one finger on Iraq, then point to Iran
and Kuwait with your other hand.
What do you think the word border means?
______________________________________________
*What strategy did you use to figure out what this word means?
_____________________________________________________________________
Iraq/Activity
Look carefully at the map on

page 4, and then answer the
List three other countries that border Iraq:

______________________________________________
______________________________________________
______________________________________________

Answer the questions in the
box on the right.
_______________________________________
_______________________________________
used.
Look at the photo at the

bottom of page 6.
What is being shown in the photo?

______________________________________________

box on the right.
How do you know?

______________________________________________
* How did you figure out what the photo was showing?
_____________________________________________________________________
Iraq/Activity

What can you find out about by reading these pages?

______________________________________________

box on the right.
______________________________________________
used.
Read along as someone in

your group reads page 8
aloud.
The text says,

The Madan people, or Marsh Arabs, have lived in these
marshes for thousands of years.
Then answer the questions in

the box at the right.
What is another name for the Madan people?

______________________________________________
Underline the words in the sentence you used to answer this
question.
Turn and talk to a partner. What do you notice? How are the
commas in this sentence like the parentheses on page 5?
What strategy did you use to figure out another name for the Madan people?
_____________________________________________________________________
Iraq/Activity
Discuss the question on the

right with a partner.
Why do you think the Madan are called Marsh Arabs?

______________________________________________

reads page 9 out loud.
Why is the word ancestors in bold (dark) print?

______________________________________________

box on the right.
What are ancestors?

______________________________________________
______________________________________________
What strategy did you use to get more information about locusts?
_____________________________________________________________________
Discuss this question with
your group.
What do some Madan do in the same way their ancestors did?
Look carefully at pages 10 and What can you find out about by reading these pages?
11 but do not reread them yet. _______________________________________
box on the right.
_______________________________________
used.
Iraq/Activity

reads pages 10 and 11 out
loud.
What animals that live in Iraq are featured in both the text and the
photos?

box on the right.
_______________________________________
_______________________________________
Where could you find information about the locust?
_______________________________________
Reread the information in the

Fun Fact! box with a partner.
Together, answer the question
in the box at the right.
Why do you think locusts might cause a problem in Iraq?

______________________________________________
______________________________________________


______________________________________________
______________________________________________
_____________________________________________________________________
Finding Out More in an Informational Text

List five different ways you can find out more information about a word, phrase, or topic when you
are reading nonfiction text.
1.
2.
3.
4.
5.
COUNTRIES BOOK.
Close Reading Guide: Exploring Countries: Iraq

Iraq/Activity
Have the group begin by
reading the directions on the
left aloud.

Then work through each question in the corresponding box at the
right together, using each as an opportunity for instruction and
discussion.


Where Iraq is.
used.
Students should note the header in red at the top of the
page, as well as the map, on which Iraq is circled.

box on the right.
reads page 5 aloud.
The text says,

Stretching across 169,235 square miles (438,317 square
kilometers), it is surrounded by six other countries.
What is surrounded by six other countries?
Iraq
169, 235 square miles is the same as_____________________
square kilometers.
Note: Point out the use of the parentheses. Clarify for
students that this parentheses signals that 169, 235
square miles is the same as 438,317 square kilometers.
* How did you figure out the number of square kilometers?

sure students understand the relationship between the information in parentheses
and the words just before the parentheses.
Close Reading Guide: Exploring Countries: Iraq

Iraq/Activity

Reread these sentences out loud together:

Iraq shares its entire eastern border with Iran. It has a short
southeastern border with Kuwait.
Look carefully at the map. Put one finger on Iraq, then point to Iran
and Kuwait with your other hand.
What do you think the word border means?
Border must mean next to or beside.
*What strategy did you use to figure out what this word means?
text might mean.

Iraq/Activity

page 4, and then answer the
List three other countries that border Iraq:

Turkey
Syria
Saudi Arabia
What the land is like in Iraq

box on the right.
Look at the photo at the

bottom of page 6.
used.
page, as well as the photos on the page.
What is being shown in the photo?
A sandstorm

box on the right.
How do you know?
I read about it in the Fun Fact! box
Introduce the term sidebar if students are unfamiliar
with it. Be sure students notice that information about
the photo can be found in the Fun Fact! sidebar and
discuss the importance of reading sidebars to deepen the
understanding of a particular topic in a text.
* How did you figure out what the photo was showing?
I read the information in the sidebar.

Iraq/Activity


The Mesopotamian Marshes

box on the right.
used.
Read along as someone in

your group reads page 8
aloud.
The text says,

The Madan people, or Marsh Arabs, have lived in these
marshes for thousands of years.
Then answer the questions in

the box at the right.
What is another name for the Madan people?

Marsh Arabs
Underline the words in the sentence you used to answer this
question.
Turn and talk to a partner. What do you notice? How are the
commas in this sentence like the parentheses on page 5?
If students are unfamiliar with the word comma, review it
here.
Be sure they notice that both the pair of parentheses and
pair of commas are used to provide additional
information that helps the reader better understand the
words just before them.
What strategy did you use to figure out another name for the Madan people?
I looked for more information between the commas.

Iraq/Activity
Discuss the question on the

right with a partner.
Why do you think the Madan are called Marsh Arabs?

Because they live in the wetlands (marshes)

Why is the word ancestors in bold (dark) print?

It can be found in the glossary

box on the right.
What are ancestors?

Relatives who lived long ago
Discuss this question with
your group.
What do some Madan do in the same way their ancestors did?

Fish, grow rice, and raise water buffalo
Look carefully at pages 10 and What can you find out about by reading these pages?
11 but do not reread them yet. The wildlife in Iraq
box on the right.
used.

Iraq/Activity

reads pages 10 and 11 out
loud.
What animals that live in Iraq are featured in both the text and the
photos?
Sacred ibis, jerboa, striped hyena, and locust.

box on the right.
Where could you find information about the locust?

with it. Be sure they notice that information about the
locust can be found only in the Fun Fact! sidebar and


I looked at the information in the Fun Fact! sidebar.

COUNTRIES BOOK.

Name:
Date:
archaeologists, wetlands,
migrate
tributaries, summit, native
fertile, wetlands, ancestors
Definition

migrate
Definition

migrate
Definition
archaeologists (Italy)
scientists who study the

remains of past
civilizations
people who know about

groups who lived long ago
wetlands (Italy)
wet, spongy land; bogs,

marshes, swamps are
wetlands
land that is very wet;

swampy places
migrate (Italy)
to move from one place to

another, often with the
seasons
when someone or
something changes location
and goes from one place to
another for a reason
tributaries (India)
streams or rivers that flow

into a larger stream or
river
water that flows into bigger

rivers or streams
summit (India)
the highest point of

something
the top of a mountain
native (India)
originally from a place
a person who is from a

place

migrate
Definition
fertile (Iraq)
supports growth
wetlands (Iraq)
wet, spongy land; bogs,

marshes, swamps are
wetlands
land that is very wet;

swampy places
ancestors (Iraq)
relatives who lived long ago
people from your family

who lived in the past

Books, Part 3

Close Reading:

Ongoing Assessment
I can learn about my country by doing close reading, with teacher guidance,, on my Exploring Countries
text.
Word Tracker homework (from Lesson 10)
Text-dependent Questions (India Research Group only)

Close Reading:
Agenda
Teaching Notes
1. Opening
In this lesson, students will continue to use the informational texts distributed in Lesson 9: Exploring
Countries: Italy, Exploring Countries: Iraq, and Exploring Countries: India.

Homework (6 minutes)
2. Work Time
This lessons Work Time and Closing follow a similar arc to Lessons 9 and 10. During Work Time, the
India groups meet with you to participate in a guided close reading while the Italy and Iraq groups work
independently on the Text Feature Scavenger Hunt and Fact Hunt/Flag Activity recording forms. At the
end of this lesson, all groups will have completed all of these activities.
As in Lessons 9 and 10, if students finish their work early (in Work Time), have another task in place for
them to complete.
For homework, students continue to read their independent reading book. They should also choose one
paragraph from their reading to read aloud to someone at home or in front of the mirror. They should
focus on their fluency during this out loud reading.

4. Homework
A. Continue reading your independent reading book.
Choose one paragraph to practice reading fluently and
read it aloud to someone at home or in front of the
mirror.
In advance:
Review the Concentric Circles protocol and Fist to Five Checking for Understanding technique (see
Appendix).
Post Learning targets and the Lessons 9, 10, and 11 Work Time Tasks anchor chart.
Lesson Vocabulary
Materials

close reading
Exploring Countries informational texts (books; one per student for their assigned group)
Lessons 9, 10, and 11 Work Time Tasks anchor chart (begun in Lesson 9)
Text-dependent Questions: Exploring Countries: India (one per student studying India)
Close Reading Guide: Exploring Countries: India (for teacher reference)
Equity sticks

Close Reading:
Opening
A. Engaging the Reader: Concentric Circles to Share Homework (6 minutes)

Instruct students to have their Word Tracker homework from Lesson 10 in hand.

allow students to be accountable for
work they have done and to share it
with their peers in an engaging way.
Some students may need support
with expressing themselves either
Remind them of the Concentric Circle protocol and review as necessary.

Have students form concentric circles.
Give them 1 minute to review the three words/terms from Lesson 10s homework.
Pick a number randomly and have them move that many spaces to their left (this pairs students with someone other than
who they might have chosen themselves).
On your cue, have students swap homework papers with the student opposite them. Direct one student to quiz the other on
his or her three homework words/terms. Then, change roles.
Time permitting, have circles rotate three places to the left and repeat the steps.
Collect students Word Tracker homework to informally assess students ability to understand words from the text.
Direct students attention to the learning targets and read each one aloud or invite a volunteer to do so.
Pause after each target and ask students to indicate their level of understanding by using the Fist to Five.
Since these are identical to the learning targets from Lessons 9 and 10, students should feel relatively comfortable with
them.

every lesson. Targets help students
see where theyre going, what they
will be doing and learning. Its
important that you help your
students understand that in this
part of the lesson, they must work
hard to grasp the learning targets.
enough to speak up to ask for
clarification if its needed.

Close Reading:
Work Time

Direct students to take out these materials, which were distributed in Lesson 9:
Exploring Countries informational texts
Display the Lessons 9, 10, and 11 Work Time Tasks anchor chart introduced in Lesson 9.
Explain that the work students began in Lessons 9 and 10 will continue today. Invite them to read the anchor chart silently
to themselves, taking note of the tasks listed for todays lesson (Lesson 11).

such as cold calls or equity sticks,
Ask students to think of their work in Lesson 10. With a show of hands, ask which students did close reading with your
guidance. Then ask which students worked on the Text Feature Scavenger Hunt. Finally, ask which students worked on the
independent reading of pages 411 in their Exploring Countries text and the Fact Hunt/Flag Activity.
Remind students that they are doing this important work to learn more about their assigned country.
Reinforce the routines as needed: you will need to work with a small group of students on the guided close reading while the
rest of the class works independently. Make sure students realize this means that you will be unavailable to anyone not in the
India group. Therefore, it is important for groups to work on their assigned tasks without interrupting or distracting the
other groups or you.
Help each group understand the flow of their work for today based on the anchor chart. Ask students a few procedural
questions to see if they all understand how things will work in the lesson. Allow for any additional questions.

Close Reading:

challenged learners
reading book.
Ask those students assigned to India to gather their Exploring Countries text and a pencil and gather with you in a particular
Distribute the Text-dependent Questions: Exploring Countries: India to the India group.
Lead students through the Close Reading Guide, referring to the Close Reading Guide: Exploring Countries: India
(for teacher reference) and providing extra support by doing the first read with them.
Check on the Italy and Iraq groups as necessary during this work time. Remind these students that they should work quietly
and productively for the duration of the period. If they finish early, they should read their independent reading book silently.

independence.

Homework
Continue reading your independent reading book. Choose one paragraph to practice reading fluently and read it aloud to
someone at home or in front of the mirror.

Text-Dependent Questions: Exploring Countries: India

Name:
Date:
India/Activity


box on the right.
_______________________________________
_______________________________________
used.

reads pages 4 and 5 aloud.

India shares borders with Pakistan, China, Nepal,
Bhutan, Myanmar and Bangladesh.
Look carefully at the map. Put one finger on India, then point
to Pakistan, China, Nepal, Bhutan, Myanmar, and Bangladesh with
your other hand.
______________________________________________
______________________________________________
_____________________________________________________________________

India/Activity

page 4 and then answer the
What two large bodies of water border India?
___________________________________
___________________________________

box on the right.
_______________________________________
_______________________________________
used.

Why is the word tributaries in bold (dark) print?

______________________________________________
What are tributaries?
______________________________________________
* What strategy did you use to figure out what tributaries are?
_____________________________________________________________________
India/Activity


______________________________________________

box on the right.
______________________________________________
used.
Silently read the Fun Fact! on

page 8 and answer the
question in the box to the
right.
What does the word hima mean?

______________________________________________
______________________________________________
* What strategy did you use to figure out what hima means?
_____________________________________________________________________
India/Activity

sentences on page 9 aloud.
The text says,
Then answer the questions to

the right.
They grow up to 3 inches (8 centimeters) taller

every year.
What grows up to 3 inches taller every year?
(Hint: Reread the other sentences in the paragraph.)
______________________________________________
______________________________________________
Three inches is the same as ______ centimeters.

_____________________________________________________________________
India/Activity
Look carefully at pages 10 and What can you find out by reading these pages?
box on the right.
_______________________________________
_______________________________________
used.
Reread pages 10 and 11

silently and then answer the
question in the box at the
right.
Look carefully at the pictures. What is a lotus?

______________________________________________
What additional information do you discover about the lotus
between the commas on page 11?
______________________________________________
______________________________________________
Where can you find information about the birds in India?
______________________________________________
* What strategy did you use to get more information about the birds in India?
_____________________________________________________________________

1.
2.
3.
4.
5.
COUNTRIES BOOK.
Close Reading Guide: Exploring Countries: India

Teacher Directions: Use this guide to help students move through their rereading of
pages 411
India/Activity
Note: Have the group begin by
reading the directions on the
left aloud.

Note: Then work through each question in the corresponding box at
the right together, using each as an opportunity for instruction and
discussion


Where India is

box on the right.

reads pages 4 and 5 aloud.
used.
page, as well as the map, on which India is circled.
India shares borders with Pakistan, China, Nepal,
Bhutan, Myanmar and Bangladesh.
Look carefully at the map. Put one finger on India, then point
to Pakistan, China, Nepal, Bhutan, Myanmar, and Bangladesh with
your other hand.
Borders must mean is next to or beside.
text might mean.
Text-dependent Questions: Exploring Countries: India

India/Activity

page 4 and then answer the
What two large bodies of water border India?

Arabian Sea
Indian Ocean
What the land is like in India

box on the right.

used.
Why is the word tributaries in bold (dark) print?
It can be found in the glossary.
What are tributaries?
Streams or rivers that flow into a larger stream or river
* What strategy did you use to figure out what tributaries are?

India/Activity


The Himalayan Mountains

box on the right.
used.
page.
Note: support students in using the photos on the page to
infer that the Himalayas are mountains.
Silently read the Fun Fact! on

page 8 and answer the
question in the box to the
right.
What does the word hima mean?

snow
* What strategy did you use to figure out what hima means?
I looked between the commas for more information.
Note: If students are unfamiliar with the word comma, review it here. Be sure they notice that a pair
of commas is used to provide additional information that helps the reader better understand the
words just before them.

India/Activity

sentences on page 9 aloud.
The text says,
Then answer the questions to

the right.
They grow up to 3 inches (8 centimeters) taller

every year.
What grows up to 3 inches taller every year?
(Hint: Reread the other sentences in the paragraph.)
The Himalayan Mountains
Demonstrate how to reread the previous sentence to find
this information
Three inches is the same as 8 centimeters.

sure students understand the relationship between the information in parentheses
and the words just before the parentheses.

India/Activity
Look carefully at pages 10 and What can you find out by reading these pages?
The wildlife in India
box on the right.
used.
Reread pages 10 and 11
silently and then answer the
question in the box at the
right.
Look carefully at the pictures. What is a lotus?

a flower
What additional information do you discover about the lotus
between the commas on page 11?
It is native to India.
Where can you find information about the birds in India?
with it. Be sure students notice that information about
the birds can be found only in the Fun Fact! sidebar and
* What strategy did you use to get more information about the birds in India?

COUNTRIES BOOK.

Using the Culture Research Matrix: Learning and
Talking in Research Groups, Part 1

Using the Culture Research Matrix:
Learning and Talking in Research Groups, Part 1

Ongoing Assessment
I can use text features to efficiently find information in the Exploring Countries text for my country.
Culture Research Matrix recording form
I can accurately record information I find about my country as I read.

I can effectively participate in a discussion with my Research Group peers about the information found

Agenda
Teaching Notes
1. Opening
In Lessons 25, students worked in Book Clubs to read and explore their Magic Tree House books. In
this lesson, students will work in their same groups. Now, however, they will read their Exploring
Countries texts and will be referred to as Research Groups. This name change is done to help focus
students on their current task: researching information based on non-fiction text (rather than reading a
chapter book). Students should still meet in the same designated meeting spots during Work Time.
A. Scavenger Hunt and Fact Hunt Share (8 minutes)

2. Work Time
A. Preparing to Research Using Culture Categories (12
minutes)
B. Research Groups: Using Culture Research Matrix
(25 minutes)
A. Reflecting on Group Discussion and Individual
Accountability (5 minutes)
B. 3-2-1 Exit Ticket (5 minutes)
4. Homework
A. Complete any unfinished work from todays lesson.
Share information about the culture of your country
with someone at home.
To prepare students for their work with their Research Groups, they review the differences between
informational and literary texts. By focusing on specific elements found in informational texts (e.g.,
section headers, bold and italicized words), students will be more efficient in their work. They also
review how to recognize evidence of culture, something that should be familiar to them from Unit 1.
In this lesson, as well as Lesson 13-14, students work will be guided by the Culture Research Matrix
recording form. The intent is for students to continually add information to the Culture Research Matrix
as they read and work in Lessons 1214.
This lesson focuses on daily life and the people. Therefore, a Culture Research Matrix recording form:
Daily Life and People (answers, for teacher reference) is provided. There will be a new answers, for
teacher reference material provided in both Lesson 13 and Lesson 14: for each of the three texts,
specific to the section of text students work on in that lesson.
Use the Research Group Routine for Informational Text anchor chart to guide students Work Time B
and focus their work. Note the similarity between this anchor chart and the Culture Categories anchor
chart.
The Closing of this lesson gives students another opportunity to reflect and self-assess, which is an
important step in the learning process. Students work on the Constructed Response Question recording
form. This form will be updated at the end of Lessons 12-14, providing students an opportunity to write
down what they learned about their country.
The Research Group Routine for Information Text anchor chart includes a pacing chart. Depending on
the ability and level of task commitment of the students, some students may need to complete the
reading and note-taking of the assigned sections for homework.

Agenda

In advance:
Create and post the Culture Categories and Research Group Routine for Informational Text anchor
charts.
Agenda
Post: Learning targets
Lesson Vocabulary
Materials
informational, literary, matrix,

evidence, culture, custom, tradition,
religion, holidays, festivals, beliefs,
practices
Exploring Countries informational texts (books; one per student for their assigned group)
Culture Categories anchor chart (new; teacher-created; see supporting materials)
Culture Research Matrix recording form (one per student and one to display)
Culture Research Matrix recording form: The People and Daily Life (answers, for teacher reference, for each of the three
countries)
Document camera
Research Group Routine for Informational Text anchor chart (new; teacher-created; see supporting materials)
Constructed Response Question recording form (new; one per student)
3-2-1 Exit ticket (one per student)
Equity sticks

Opening
A. Scavenger Hunt and Fact Hunt Share (8 minutes)

Ask students to take out their materials from Lesson 9:
This type of activity allows students

to be accountable for work they
have done and to share it with their
peers in an engaging way. Some
students may need support with
expressing themselves either

Say something like:
* When you were reading your Magic Tree House book, you worked in a Book Club. Now that you are reading
informational text, the Book Clubs will be renamed Research Groups. You will work in your Research Groups later in the
lesson.
Invite students to turn to a neighbor and compare their answers on the Text Feature Scavenger Hunt and Fact Hunt/Flag
Activity recording forms.
Students should be directed to

speak in full sentences as they share
and to structure the sharing as
conversation.
Collect the recording forms for review.

Refocus students whole group and direct their attention to the learning targets.
* I can use text features to efficiently find information in the Exploring Countries text for my country.
* I can accurately record information I find about my country as I read.
* I can effectively participate in a discussion with my Research Group peers about the information found within my
Exploring Countries book.
Read each target aloud, pausing after each one to ask students to use Fist to Five to show their understanding of the target.
Reread the last learning target:

every lesson. Targets help students
see where theyre going, what they
will be doing and learning. Its
important that you help your
students understand that in this
part of the lesson, they must work
hard to grasp the learning targets.
enough to speak up to ask for
clarification if its needed.

Opening (continued)
Display the Book Discussion checklist. Students should be familiar with this checklist from Lessons 25. Have them
spend 1 minute reviewing the categories. If desired, read each category aloud, one at a time. Ask students to turn and talk
with an elbow partner:
* What discussion behaviors do you feel the most skilled with at this point?
Invite volunteers to share out behaviors they feel skilled at.
Explain that students will use the Book Discussion checklist in todays lesson, as well as the next two lessons.

Work Time
A. Preparing to Research Using Culture Categories (12 minutes)

Tell students they will continue learning about their assigned countrys culture today through further research. Ask them to
turn and talk with a new partner:

* How does an informational text look different from a literary text?

Cold call students to share out. Listen for answers such as: There are chapter titles and section headers, The pages have a
variety of fonts and type sizes, Some words are in bold or italic font, and There are graphic aids such as maps, charts,
diagrams, and photographs with captions or labels.
Then, invite students to Think-Pair-Share:
* What is the purpose of a heading or section header?

Confirm with students that section headers give a preview of information to come and give clues about the main idea of
the section or portion of the informational text.
* What is the purpose of bold or italic words?

Confirm with students that some words are shown in bold or italic font to signal that they are important words or phrases.
Bold words are usually found in the books glossary.

supports all students, but especially
Circulate to listen in as students share.

Tell them that as they work today with their informational text, they should pay particular attention to the bold and italic
words and use the texts section headers. Remind students of the working definition of culture from Unit 1: Culture refers to
a groups way of life, or how they do things. The culture of a community is the way of life for a group that has been passed
from one generation to the next.
Remind students that in Unit 1, they learned how to find evidence of culture within informational text. Such evidence fell
into different categories. For example, in Unit 1 they looked specifically for evidence related to customs and traditions.
Customs and traditions are considered a category.
Share the Culture Categories anchor chart. Students should take note that Customs and Traditions is on the anchor
chart.
Help students understand what each of the categories means by conducting a series of Think-Pair-Shares. As students share,
confirm correct responses and add notes to the anchor chart. Correct any misconceptions.
Explain that these categories are important to the work of the Research Groups as they read the remainder of the Exploring
Countries text.

B. Research Groups: Using the Culture Research Matrix (25 minutes)

Distribute the Culture Research Matrix recording form: The People and Daily Life and display a copy using a
document camera.
Ask students to silently read the recording form.
Then, using the display version, continue to orient students to the recording form by asking some specific questions.
Questions should relate to the format of the recording form and the sequence of the work they will be engaged in. Point out
that just as they did with their Magic Tree House book, they will be doing two reads of assigned portions of the
informational text. Point out that each read asks them to follow a different sequence of steps. Answer any clarifying
questions.
Redirect students attention to the Culture Categories anchor chart.
Point out that the Culture Categories are also listed on the Culture Research Matrix recording form: The People and Daily
Life.
Remind students that they already read pages 411 in their Exploring Countries texts when they completed the Close
Reading Guide with you in Lessons 911. Tell them they will finish these texts by the end of Lesson 14.
Display the Research Group Routine for Informational Text anchor chart.
Read the steps of the routine aloud. These steps correspond to the sequential steps on the Culture Research Matrix recording
form: The People and Daily Life. Leave the anchor chart visible for students to refer to as they work.
Distribute the Book Discussion checklist (discussed in Opening B).
Have students assemble these materials:
1. Exploring Countries text
2. Book Discussion checklist
3. Culture Research Matrix recording form: The People and Daily Life
4. Pencil with an eraser

Ask students to quietly move to their designated meeting spots. Remind students that you will start referring to these groups
as Research Groups from now on.
Consider having an adult monitor

each group to observe and facilitate
as needed. If there are fewer adults,
one adult could monitor two or
three groups; alternatively, assign
an adult monitor only to groups that
are struggling to stay on task and/or
stay organized.
Direct the Research Groups to begin their work using the steps listed on the Culture Research Matrix recording form: The
People and Daily Life. Encourage students to refer to the Research Group Routine for Informational Text anchor chart as
they are working. The sections to work with today are:
The People, pp. 12 and 13
Daily Life, pp. 14 and 15
with the group as a whole (both actions to praise and cautions).
Stop students when there are 10 minutes left in the lesson to leave time for the Closing.

A. Reflecting on Group Discussion and Individual Accountability (5 minutes)
Self-reflection and goal setting are

intended to elevate students skills
toward the desired outcomes.

Share a few of your observations from Work Time B (specific positive feedback and/or a few suggestions).
Have students complete the Constructed Response Question recording form that will be updated at the end of
Lessons 12-14. This is an opportunity for students to write down what they learned about their country.
Direct students attention to their Book Discussion checklist and ask them to fill in the top portion.
B. 3-2-1 Exit Ticket (5 minutes)

such as cold calls or equity sticks
Congratulate students on their hard work finding facts about culture in their informational text.
Distribute the 3-2-1 Exit ticket to students. Ask them to complete the 3-2-1 Exit ticket independently.
If time allows, use equity sticks or cold call to have students share some of their thinking.
Homework
Complete any unfinished work from todays lesson. Share information about the culture of your country with someone at
home.

Culture Categories Anchor Chart

Activities of Families and Schools
Notes:
Customs and Traditions

Notes:
Members and Languages Spoken

Notes:
Holidays and Festivals

Notes:
Religious Beliefs and Practices

Notes:
Culture Research Matrix Recording Form

Name:
Date:
Country:
Focus question: What evidence of culture can you find in informational text?
Culture Categories
1. Activities of Families and Schools
2. Customs and Traditions
3. Members and Languages Spoken
4. Holidays and Festivals
5. Religious Beliefs and Practices
Directions:
1. Do an independent first read of the assigned sections in your Exploring Countries informational
text.
2. Meet with your Research Group to discuss the main idea of each section and name a few key
details that support the main idea.
3. Revisit the focus question: What evidence of culture can you find in informational text? Review
the five Culture Categories. Discuss whether any information in todays reading fits within these
categories.
4. Reread the assigned sections with your Research Group. As you read, look for evidence of culture
within the Culture Categories. Record the evidence by writing the precise fact you found and
noting the page number(s).

Culture
Category
Facts
Page(s)
What information did you find in the text about this part of
culture?
Category 1:
Activities of
Families and
Schools
(how people live,
work, and go to
school)

Culture
Category
Facts
Page(s)
culture?
Category 2:
Customs and
Traditions
(common
practices and
behaviors passed
down from
generation to
generation)
Category 3.
Members and
Languages
Spoken
(the people and
their way of
speaking)

Culture
Category
Facts
Page(s)
culture?
Category 4:
Holidays and
Festivals
(celebrations and
special days)
Category 5:
Religious Beliefs
and Practices
(things people
believe in related
to their religion
and ways of
worshipping)
Culture Research Matrix Recording Form: The People and Daily Life
India (Answers, for Teacher Reference)
Name:
Date:
Country: India
Culture Categories
Directions:
text.
categories.
Culture
Category
Facts
Page(s)
culture?
Category 1:
Activities of
Families and
Schools
Families are large. Children, parents, and grandparents all

live together.
12
In cities, people live in crowded apartments.
12
In cities, people walk or ride bikes and shop in stores and

markets.
12
Some people live in quiet villages and share grazing

grounds, water wells, and temples.
13
Villagers grow their food
13
(how people live,

work, and go to
school)
Culture
Category
Facts
Page(s)
culture?
Category 2:
Customs and
Traditions
(common
practices and
behaviors passed
down from
generation to
generation)
Category 3.
Members and
Languages
Spoken
(the people and
their way of
speaking)
Many languages spoken.
13
Hindi is the official language.
13
English is used for national, political, and business

purposes.
13
13
Culture
Category
Facts
Page(s)
culture?
Category 4:
Holidays and
Festivals
(celebrations and
special days)
Category 5:
Religious Beliefs
and Practices
(things people
believe in related
to their religion
and ways of
worshipping)
Italy (Answers, for Teacher Reference)
Name:
Date:
Country: Italy
Culture Categories
Directions:
text.
categories.
Culture
Category
Facts
Page(s)
culture?
Category 1:
Activities of
Families and
Schools
Immigrants have influenced Italy.
12
Most people live in busy cities. Fewer live in the country.
14
Most people live in northern Italy.
13
Many people visit the piazzas for shopping and food.
15
Families gather for evening meals.
15
(how people live,

work, and go to
school)
Culture
Category
Facts
Page(s)
culture?
Category 2:
Customs and
Traditions
(common
practices and
behaviors passed
down from
generation to
generation)
Category 3.
Members and
Languages
Spoken
(the people and
their way of
speaking)
Italian is the official language.
13
Culture
Category
Facts
Page(s)
culture?
Category 4:
Holidays and
Festivals
(celebrations and
special days)
Category 5:
Religious Beliefs
and Practices
(things people
believe in related
to their religion
and ways of
worshipping)
Iraq (Answers, for Teacher Reference)
Name:
Date:
Country: Iraq
Culture Categories
Directions:
text.
categories.
Iraq (Answers, for Teacher Reference))
Culture
Category
Facts
Page(s)
culture?
Category 1:
Activities of
Families and
Schools
Daily life has been hard for people in Iraq because of war.
14
Most people live in crowded apartments. In the

countryside, people live in brick houses near the river.
14
(how people live,

work, and go to
school)
15
Religion is an important part of daily life.
Culture
Category
Facts
Page(s)
culture?
Category 2:
Customs and
Traditions
(common
practices and
behaviors passed
down from
generation to
generation)
Category 3.
Members and
Languages
Spoken
(the people and
their way of
speaking)
Iraq has more than 29 million people.
12
Many Iraqis are Arabs.
12
Kurdish is the official language. Arabic is also spoken.
13
Culture
Category
Facts
Page(s)
culture?
Category 4:
Holidays and
Festivals
(celebrations and
special days)
Category 5:
Religious Beliefs
and Practices
(things people
believe in related
to their religion
and ways of
worshipping)
People follow Islam.
15
People pray five times a day.
15
Men and women wear long robes to cover their bodies.

Women cover their heads with scarves.
15
Research Group Routine for Informational Text

1. Read the focus question and review the Culture Categories.
2. Do a first read of the assigned portion(s) of the text on your own.
Sections to Read
Lesson 12
Lesson 13
Lesson 14
The People, pp. 12

13
Daily Life, pp. 1415
Going to School, pp. 16

17
Working, pp. 1819
Playing, pp. 2021
Food, pp. 2223

Holidays, pp. 2425
(Special Place), pp. 2627
3. Come together with your Research Group to discuss the main idea of each section and name a
few key details that support the main idea.
4. Revisit the focus question and the five Culture Categories with your Research Group. Discuss the
evidence you will be looking for.
5. Do a second read of the assigned portion(s) of the informational text with your Research Group
and, as you read, look for evidence of culture within the Culture Categories.
6. Record the evidence by writing the facts on the Culture Research Matrix and recording the page
numbers.
7. Complete the Constructed Response Question (update each day at the end of Lessons 1214).
Constructed Response Question

** Update your response each day, at the end of Lessons 1214**
Lesson
What did you learn about your countrys culture from todays reading?
Lesson 12
Lesson 13
Lesson 14
3-2-1 Exit Ticket

Name:
Date:
What are three new words for you coming out of todays work?
1. ___________________________________________
2. ___________________________________________
3. ___________________________________________
What are two things you found interesting about your countrys culture?
1. ____________________________________________________________________
2. ____________________________________________________________________
What is one question you have about your country or its culture?
1. ____________________________________________________________________



Ongoing Assessment
Text-dependent questions (book-specific)

Agenda
Teaching Notes
1. Opening
Similar to Lesson 12, students work with their Research Groups. They continue to fill out their Culture
Research Matrix recording form (from Lesson 12) as a guide to further unpacking their Exploring
Countries text. In Lesson 12, students focused on Daily Life and the People. In this lesson, they focus
on Going to School, Working, and Playing. The intent of the Culture Research Matrix is for
students to continually add information as they read and work in Lessons 1214.

2. Work Time
A. Research Groups: Using Culture Research Matrix
(30 minutes)
B. Text-Dependent Questions (15 minutes)
A. Reflecting on Group Discussion and Individual
B. Praise and Probe (7 minutes)
4. Homework
A. Share information about the culture of your country
with someone at home. Continue reading your
independent reading book.
A new Culture Research Matrix recording form: Going to School, Working, and Playing (answers,
for teacher reference) is provided: for each of the three texts, specific to the section of text students work
on during todays lesson. This will help you know the types of information students may be adding to
their Matrix each day.
Use the Research Group Routine for Informational Text anchor chart to guide students Work Time A
chart.
Students also answer text-dependent questions about their country during Work Time B.
In the closing students again add to their Constructed Response Question recording form. Help students
notice how their understanding about their country is deepening the more that they read, think, talk,
and write.
In advance: Post: Learning targets, Culture Categories anchor chart, and Research Group Routine for
Informational Text anchor chart.

Lesson Vocabulary
Materials
matrix, evidence, culture, custom,

tradition, religion, holidays, festivals,
beliefs, practices
Exploring Countries (books; one per student for their assigned group)
Culture Categories anchor chart (begun in Lesson 12)
Culture Research Matrix recording form (from Lesson 12)
Culture Research Matrix recording form: Going to School, Working, and Playing (answers, for teacher reference, for
each of the three countries)
Research Group Routine for Informational Text anchor chart (begun in Lesson 12)
Text-Dependent Questions: Exploring Countries: Iraq Working (one per student in this group)
Text-Dependent Questions: Exploring Countries: India Working (one per student in this group)
Text-Dependent Questions: Exploring Countries: Italy Working (one per student in this group)
Text-Dependent Questions: Exploring Countries: Iraq Working (answers, for teacher reference)
Text-Dependent Questions: Exploring Countries: India Working (answers, for teacher reference)
Text-Dependent Questions: Exploring Countries: Italy Working (answers, for teacher reference)
Constructed Response Question recording form (from Lesson 12)
Opening

Direct students attention to the learning targets and read each one aloud. Note that these are identical to those of Lesson 12.
Cold call students to put the learning targets into their own words.

Work Time
A. Research Groups: Using Culture Research Matrix (30 minutes)

Gather students together, directing them to bring their Exploring Countries text.

Remind students again about the importance of text features in reading informational text. Let them know that today they
will review a broad type of text feature called graphic aids. Graphic aids are things like maps, charts, diagrams, photographs
(usually included to illustrate or summarize information).
Allow students a couple of minutes to page through their Exploring Countries text to find and examine graphic aids.
* What is the purpose of graphic aids such as charts and diagrams?

Confirm with students that charts and diagrams are ways of presenting information in an organized way.
Ask students to Think-Pair-Share with a new partner:
* What is the purpose of graphic aids such as maps and photographs?

Confirm with students that photographs and maps often provide a visual match for something within the text and give
additional information.

Have students each select one graphic aid from their Exploring Countries text to share with a new partner. They should
name the graphic aid and tell or explain what can be learned from it.
Remind students that captions or labels must be examined carefully for relevant information.
Quickly review the Culture Categories anchor chart from Lesson 12.
Instruct students to get out their Culture Research Matrix recording form from Lesson 12. Remind them that the
Culture Categories shown on the anchor chart also appear toward the top of the recording form.
Allow students 2 minutes to reorient to the recording form and review information they recorded in Lesson 12.
Review the steps listed at the top of the Culture Research Matrix recording form. Remind students that they will read
assigned portions of the text twice. Tell them to pay particular attention to the sequence of the steps in relation to the first
and second reads.

Display the Research Group Routine for Informational Text anchor chart. Tell students these are the same steps
shown on their recording form. Encourage them to return to this anchor chart as necessary while they are working.
Draw students attention to the sections of the text that they will work with today:
Going to School, pp. 16 and 17
Working, pp. 18 and 19
Playing, pp. 20 and 21
Ask students to assemble these materials:
2. Culture Research Matrix recording form
Invite students to join their Research Groups in their designated meeting areas.
Ask them to begin working.
with the group as a whole (both actions to praise and cautions).
Distribute the Text-Dependent Questions. Note that these are book-specific.
At this point in the year, students are very familiar with answering text-dependent questions. If necessary, do a brief review
about using words from the question in the first part of the answer and using text evidence in the last part of the answer.
Tell students they have 15 minutes to do this work.
If they do not finish, consider whether the work will need to be finished for homework or during another part of the school
day.

A. Reflecting on Group Discussion and Individual Accountability (5 minutes)


Have students complete the Constructed Response Question recording form they began in Lesson 12. This is an
opportunity for students to write down what they learned about their country.
Distribute a clean copy of the Book Discussion checklist. Ask students to fill in the top portion.
B. Praise and Probe (7 minutes)
Refocus students whole class. Congratulate them on their hard work reading and learning from their informational text
(praise).
Ask students to each think of a key learning for them from todays lesson (probe).

Cold call students to share out.
Homework
Share information about the culture of your country with someone at home. Continue reading your independent reading
book.

Culture Research Matrix Recording Form: Going to School,

Working, and Playing
Name:
Date:
Country: India
Culture Categories
Directions:
Do an independent first read of the assigned sections in your Exploring Countries informational text.
categories.

Culture
Category
Facts
Page(s)
culture?
Category 1:
Activities of
Families and
Schools
Children go to school for free until age 14.
16
Many children quit to work and support families after 14.
16
Only one out of 10 Indians attends university.
17
Work is different for people who live in cities and in the

countryside. More than half of Indians are farmers.
19
The most popular sports are cricket, field hockey, and

soccer.
20
(how people live,

work, and go to
school)

Culture
Category
Facts
Page(s)
culture?
Category 2:
Customs and
Traditions
(common
practices and
behaviors passed
down from
generation to
generation)
Category 3.
Members and
Languages
Spoken
(the people and
their way of
speaking)
13
Hindi is the official language.
13
English is used for national, political, and business

purposes.
13

Culture
Category
Facts
Page(s)
culture?
Category 4:
Holidays and
Festivals
(celebrations and
special days)
Category 5:
Religious Beliefs
and Practices
(things people
believe in related
to their religion
and ways of
worshipping)

Name:
Date:
Country: Italy
Culture Categories
Directions:
categories.

Culture
Category
Facts
Page(s)
culture?
Category 1:
Activities of
Families and
Schools
Everyone starts school at 6 and attends until age 16.
17
Students must pass an exam to go to high school.
17
Many Italians have service jobs.
19
Italians spend their free time playing sports.
20
(how people live,

work, and go to
school)

Culture
Category
Facts
Page(s)
culture?
Category 2:
Customs and
Traditions
(common
practices and
behaviors passed
down from
generation to
generation)
Opera is a traditional art invented in Italy.
21
Category 3.
Members and
Languages
Spoken
(the people and
their way of
speaking)
Italian is the official language.
13

Culture
Category
Facts
Page(s)
culture?
Category 4:
Holidays and
Festivals
(celebrations and
special days)
Category 5:
Religious Beliefs
and Practices
(things people
believe in related
to their religion
and ways of
worshipping)

Name:
Date:
Country: Iraq
Culture Categories
Directions:
categories.

Culture
Category
Facts
Page(s)
culture?
Category 1:
Activities of
Families and
Schools
Children start school at age 6 and go until age 12.
16
Students can choose to go to vocational school.
16
Iraqis in the countryside are oil workers. People in the city

have service jobs.
19
Their favorite sport is soccer.
20
(how people live,

work, and go to
school)

Culture
Category
Facts
Page(s)
culture?
Category 2:
Customs and
Traditions
(common
practices and
behaviors passed
down from
generation to
generation)
Category 3.
Members and
Languages
Spoken
(the people and
their way of
speaking)
Iraq has more than 29 million people.
12
Many Iraqis are Arabs.
12
Kurdish is the official language. Arabic is also spoken.
13

Culture
Category
Facts
Page(s)
culture?
Category 4:
Holidays and
Festivals
(celebrations and
special days)
Category 5:
Religious Beliefs
and Practices
(things people
believe in related
to their religion
and ways of
worshipping)
People follow Islam.
15
People pray five times a day.
15
Men and women wear long robes to cover their bodies.

Women cover their heads with scarves.
15
Text-Dependent Questions: Exploring Countries: Iraq, Working

Name:
Date:
Part A: Reread the section titled Working. Answer the reflection question.
Explain the
circle (pie) graph
on page 18.
Part B: Answer the text-dependent questions.

1. According to the text, what are other types of jobs Iraqi people have in the countryside?
2. According to the text, what types of things are produced or made in Iraq?
Text-Dependent Questions: Exploring Countries: India, Working

Name:
Date:
Explain the
circle (pie) graph
on page 18.

1. According to the text, what kind of work is done in the countryside of India?
2. According to the text, what are some important natural resources in India?
Text-Dependent Questions: Exploring Countries: Italy, Working

Name:
Date:
Explain the
circle (pie) graph
on page 18.

1. According to the text, what type of work might a person from Italy do?
2. According to the text, what is southern Italy known for?
Text-Dependent Questions: Exploring Countries: Iraq, Working

Explain the
The circle graph on page 18 shows that more than half of the people
circle (pie) graph in Iraq have service jobs (60 percent). The other types of jobs are in
on page 18.
manufacturing and farming, and they are almost equal. There is a
little more farming (21 percent) than manufacturing (19 percent).

1. According to the text, what are other types of jobs Iraqi people have in the countryside?
In the countryside, people might work by being a farmer, fisherman, or oil worker.
2. According to the text, what types of things are produced or made in Iraq?
According to the text, some things made in Iraq are textiles, cement, and chemicals.
They also grow things like rice, wheat, and dates. Iraq is one of the worlds largest date
producers.
Text-Dependent Questions: Exploring Countries: India, Working

Explain the
The circle graph on page 18 shows that more than half of the people
circle (pie) graph in India work in farming. There are also a large number of serviceon page 18.
type jobs, 34 percent. Manufacturing makes up only 14 percent of
the jobs in India.

1. According to the text, what kind of work is done in the countryside of India?
According to the text, workers in the countryside of India grow things like peanuts, rice,
cotton, wheat, potatoes, and tea. There are also workers who raise animals like goats,
sheep, and chickens.
2. According to the text, what are some important natural resources in India?
According to the text, some important natural resources in India are coal and
diamonds.
Text-Dependent Questions: Exploring Countries: Italy, Working

Explain the
The circle graph on page 18 shows that very few people have jobs in
circle (pie) graph farming, only 4.2 percent. Most people in Italy have jobs that are
on page 18.
service-type jobs (65.1 percent). There are also many workers in
manufacturing, 30.7 percent.

1. According to the text, what type of work might a person from Italy do?
According to the text, Italians might have jobs as factory workers or service workers in
banks, hospitals, or schools. Other jobs might be in shops or stores. Some Italians are
farmers.
2. According to the text, what is southern Italy known for?
According to the text, southern Italy is known for its orchards, where olives, figs, and
citrus trees grow.



Ongoing Assessment
Text-dependent questions (book-specific)

Agenda
Teaching Notes
1. Opening
Similar to Lessons 12 and 13, students work with their Research Groups during Work Time of this
lesson. They use the Culture Research Matrix recording form as a guide to further unpacking their
Exploring Countries text. In Lesson 12, students focused on Daily Life and the People. In Lesson 13,
they focused on Going to School, Working, and Playing. Today, they focus on Food and
Holidays. Note that today is the final lesson for students to add information to these recording forms.
A. Engaging the Reader: Sharing Constructed

Response Questions (7 minutes)
2. Work Time
A. Research Groups: Using Culture Research Matrix
(30 minutes)
B. Reflecting on Group Discussion and Individual
4. Homework
A. Share what you learned about your assigned
countrys culture today with someone at home.
A new Culture Research Matrix recording form: Food, Holidays, and Special Place (answers, for
teacher reference) is provided: for each of the three texts, specific to the section of text students work on
during todays lesson.
In addition to filling out their Culture Research Matrix recording forms, students answer textdependent questions about their country during Work Time B.
Use the Research Group Routine for Informational Text anchor chart to guide students Work Time A
chart.
In advance: Post the Culture Categories anchor chart, Research Group Routine for Informational Text
anchor chart, learning targets.

Lesson Vocabulary
Materials
matrix, evidence, culture, custom,

tradition, religion, holidays, festivals,
beliefs, practices
Constructed Response Question recording form (begun in Lesson 12)

Exploring Countries text (one per student)
Culture Categories anchor chart (begun in Lesson 12)
Culture Research Matrix recording form: Food, Holidays, and Special Place (answers, for teacher reference, for each of
the three countries)
Research Group Routine for Informational Text anchor chart (begun in Lesson 12)
Text-Dependent Questions: Exploring Countries: Iraq, Monuments (one per student in this group)
Text-Dependent Questions: Exploring Countries: India, The Taj Majal (one per student in this group)
Text-Dependent Questions: Exploring Countries: Italy, Venice (one per student in this group)
Text-Dependent Questions: Exploring Countries: Iraq, Monuments (answers, for teacher reference)
Text-Dependent Questions: Exploring Countries: India, The Taj Majal (answers, for teacher reference)
Text-Dependent Questions: Exploring Countries: Italy, Venice (answers, for teacher reference)

Opening
A. Engaging the Reader: Sharing Constructed Response Questions (7 minutes)

Have students gather with their Research Group sitting knee-to-knee in a circle. Students will begin by sharing what they
have been recording in their Constructed Response Questions recording form that was started in Lesson 12. The
purpose is for the group to hear what everyone has been learning and remembering about their research country.
Going clockwise, have students share one response that they would like to read aloud to their group.
Offer feedback to the peer using a star and a step.
Repeat as time allows.
Direct students attention to the learning targets and read each one aloud. Note that these are identical to Lessons 12 and 13.
Pause after reading each learning target and ask students to use a Fist to Five to rate their mastery toward the learning
target.

Work Time
A. Research Groups: Using Culture Research Matrix (30 minutes)

Gather students together.

Remind them again about the importance of text features in reading informational text.
Direct their attention to the Culture Categories anchor chart from Lesson 12.
Ask students to get out their Culture Research Matrix recording form from Lesson 12. Invite them to take a few
minutes to review the information theyve gathered and recorded so far. Let them know that this is the last day they will add
information to this recording form.
Remind students that the Culture Categories shown on the anchor chart also appear toward the top of the recording form.
Review the steps listed at the top of the recording form. Remind students that they will read assigned portions of the text
twice. Tell them to pay particular attention to the sequence of the steps in relation to the first and second reads.
Direct students attention to the Research Group Routine for Informational Text anchor chart.
Remind students that these are the same steps shown on their Culture Research Matrix recording form and encourage them
to return to this anchor chart as necessary while they are working.
Draw students attention to the sections of the text they will work with today:

Food, pp. 22 and 23

Holidays, pp. 24 and 25
Special Place, pp. 26 and 27
Note: Each book lists a special place in that country such as the Venice for Italy, the Taj Mahal for India, and monuments
for Iraq. The heading for the text varies with each book.
Ask students to assemble these materials:
2. Culture Research Matrix recording form
Invite them to join their Research Groups in their designated meeting areas.
Ask students to begin working.
Circulate and check in with them as they work.


Distribute the Text-Dependent Questions. Note that these handouts are book-specific.
At this point in the year, students are very familiar with answering text-dependent questions. If necessary, do a brief review
about using words from the question in the first part of the answer and using text evidence in the last part of the answer.
Tell students they have 15 minutes to do this work.
If students do not finish, consider whether the work will need to be finished for homework or during another part of the
school day.


Refocus students whole class. Congratulate them on their hard work reading and learning from their informational text
(praise).
Ask students to each think of a key learning for them from todays lesson (probe).
B. Reflecting on Group Discussion and Individual Accountability (5 minutes)
Have students complete the Constructed Response Question recording form they began in Lesson 12. This is an opportunity
for students to write down what they learned about their country. Collect the Constructed Response Question recording form
as an informal assessment.

Distribute a clean copy of the Book Discussion checklist. Ask students to fill in the top portion.
Homework
Share what you learned about your assigned countrys culture today with someone at home.

Culture Research Matrix Recording Form: Food, Holidays, and Special Place
Name:
Date:
Country: India
Culture Categories
Directions:
categories.
Culture
Category
Facts
Page(s)
culture?
Category 1:
Activities of
Families and
Schools
(how people live,
work, and go to
school)
Culture
Category
Facts
Page(s)
culture?
Category 2:
Customs and
Traditions
(common
practices and
behaviors passed
down from
generation to
generation)
Chutney is served with main dishes.
22
People eat with their hands.
22
Tandoori ovens are used to cook food.
23
Category 3.
Members and
Languages
Spoken
(the people and
their way of
speaking)
Culture
Category
Facts
Page(s)
culture?
Category 4:
Holidays and
Festivals
(celebrations and
special days)
The Festival of Lights is called Diwali.
24
The Festival of Color is called Holi.
24
Muslims observe Ramadan.
24
India has many national holidays.
25
Category 5:
Religious Beliefs
and Practices
(things people
believe in related
to their religion
and ways of
worshipping)
Many people are Muslims who celebrate Ramadan. Muslims 24

fast to practice modesty and patience.
Diet is part of religion.
22
Name:
Date:
Country: Italy
Culture Categories
Directions:
categories.
Culture
Category
Facts
Page(s)
culture?
Category 1:
Activities of
Families and
Schools
(how people live,
work, and go to
school)
Culture
Category
Facts
Page(s)
culture?
Category 2:
Customs and
Traditions
(common
practices and
behaviors passed
down from
generation to
generation)
Pasta is part of every meal.
22
Dinner is the largest meal of the day and eaten late in the
evening.
23
In Venice, people travel in gondolas.
26
Category 3.
Members and
Languages
Spoken
(the people and
their way of
speaking)
Culture
Category
Facts
culture?
Page(s)
Category 4:
Holidays and
Festivals
(celebrations and
special days)
They celebrate Easter and Christmas.
25
Republic Day is June 2, commemorating when Italians

created a republic.
25
Category 5:
Religious Beliefs
and Practices
(things people
believe in related
to their religion
and ways of
worshipping)
Most Italians are Catholic.
25
Name:
Date:
Country: Iraq
Culture Categories
Directions:
categories.
Culture
Category
Facts
Page(s)
culture?
Category 1:
Activities of
Families and
Schools
(how people live,
work, and go to
school)
Culture
Category
Facts
Page(s)
culture?
Category 2:
Customs and
Traditions
(common
practices and
behaviors passed
down from
generation to
generation)
Families gather for every meal.
22
Lunch is the main meal of the day.
22
Masgouf is the national dish.
23
Category 3.
Members and
Languages
Spoken
(the people and
their way of
speaking)
Culture
Category
Facts
Page(s)
culture?
Category 4:
Holidays and
Festivals
(celebrations and
special days)
Ramadan is one of the most important holidays.
24
October 3 is National Day.
25
July 14 is Republic Day. This is the day the country became

a republic.
25
Category 5:
Religious Beliefs
and Practices
(things people
believe in related
to their religion
and ways of
worshipping)
Text-Dependent Questions: Exploring Countries: Iraq Monuments

Name:
Date:
Part A: Reread the section titled Iraqi Monuments. Answer the reflection question.
What was
something you
learned about
your country
that you found
particularly
interesting?

1. What is the Al-Shaheed Monument?
2. What do Iraqs monuments represent?
Text-Dependent Questions: Exploring Countries: India The Taj Mahal

Name:
Date:
Part A: Reread the section titled The Taj Mahal. Answer the reflection question.
What was
something you
learned about
your country
that you found
particularly
interesting?
1. What is the Taj Mahal, and when was it built?
2. What decorates the dome and other parts of the Taj Mahal?
Text-Dependent Questions: Exploring Countries: Italy Venice

Name:
Date:
Part A: Reread the section titled Venice. Answer the reflection question.
What was
something you
learned about
your country
that you found
particularly
interesting?

1. Where is Venice, and why was it built on top of 117 islands?
2. How do people get around in Venice?
Text-Dependent Questions: Exploring Countries: Iraq Monuments

Part A: Reread the section titled Iraqi Monuments. Answer the reflection question.
What was
something you
learned about
your country
that you found
particularly
interesting?
(answers will vary by student)

1. What is the Al-Shaheed Monument?
The Al-Shaheed Monument is a monument 131 feet high in Baghdad that was built to
honor Iraqi soldiers. It is made of two blue half domes.
2. What do Iraqs monuments represent?
Iraqs monuments represent the rich history of the country as well as its struggle for
peace, both in the past and in the present.
Text-Dependent Questions: Exploring Countries: India The Taj Mahal

Part A: Reread the section titled The Taj Mahal. Answer the reflection question.
What was
something you
learned about
your country
that you found
particularly
interesting?

1. What is the Taj Mahal, and when was it built?
The Taj Mahal is a large palace made of marble and precious gems. It is Indias most
famous monument, and it was built by Emperor Shah Jahan as a tribute to his wife,
Queen Mumtaz Mahal. The Taj Mahal took 21 years to build (16321653) and is one of
the Seven Wonders of the Modern World.
2. What decorates the dome and other parts of the Taj Mahal?
A lotus shape decorates the dome and other parts of the Taj Mahal.
Text-Dependent Questions: Exploring Countries: Italy Venice

Part A: Reread the section titled Venice. Answer the reflection question.
What was
something you
learned about
your country
that you found
particularly
interesting?

1. Where is Venice, and why was it built on top of 117 islands?
Venice is in the middle of a lagoon, and it was built on top of 117 islands as a way to
protect the republic from invaders.
2. How do people get around in Venice?
The people of Venice are called Venetians. Venetians get around only by walking or by
boat. There are no roads or cars in Venice. Boats travel on any of 150 small canals in the
city.

Close Reading Supplemental Articles: Gathering
More Culture Research and Synthesizing Learning

Close Reading Supplemental Articles:
Gathering More Culture Research and Synthesizing Learning

Ongoing Assessment
I can identify the gist of my supplemental article by reading the text closely.
Culture Research Matrix recording form: Supplemental

Articles
I can identify evidence of culture for my assigned country by reading the text closely.
I can record new evidence of culture on my Culture Research Matrix recording form.
I can discuss how the culture of my assigned country has stayed the same from the past to the present.
I can discuss how the culture of my assigned country has changed from the past to the present.

Agenda
Teaching Notes
1. Opening
In this lesson, students independently apply the close reading skills they have been building throughout
the module to a new informational text. This text is a supplemental material that will provide additional
information about the culture of the country being researched. Each country will have a different
supplemental text:
A. Engaging the Reader: Unpacking the Learning

Targets and Things Close Readers Do (5 minutes)
2. Work Time
A. Close Reading Supplemental Articles (25 minutes)
B. Bringing It Together Conversation (25 minutes)
A. Share: Back-to-Back, Face-to-Face Protocol (5
minutes)
4. Homework
A. Continue reading your independent reading book for
this unit.
India groups The Ancient Art of Rangoli

Iraq groups Republic of Iraq Kids Culturegrams 2013
Italy groups Soccer Mania
During Work Time A, students are asked to read the supplemental text closely as an independent
activity. They record evidence of culture on a new recording form, the Culture Matrix Recording Form:
Supplemental Articles. Consider collecting this recording form as a formative assessment.
The recording forms students will be using are the same except for group working with Iraq. In this
recording form, students will record the page(s) number rather than the paragraph number(s). Be sure
to draw students attention to this.
This lesson also provides students with the opportunity to rejoin their groups to discuss what they have
learned about their countries and connect that learning back to the Magic Tree House book read in the
first half of Unit 2. Students are invited to discuss evidence of culture that has endured from the past to
the present day.
After their close reading of the supplemental articles, students use multiple recording forms, as well as
their Magic Tree House books, informational texts, and supplemental texts to participate in a
discussion. During the discussion, they sit in Research Groups (same groupings used during Exploring
Countries study) and discuss within their groups, but the questions are posed to the whole class, one at
a time. See Group Discussion Questions in the supporting materials.
Students will need many recording forms from previous lessons. See materials list below. It will be
important that students can quickly retrieve all of these recording forms and texts. Plan ahead about
how best to support them in quickly retrieving these items.

Agenda

In advance:
Review the Group Discussion Questions (see supporting materials).
Review: Helping Students Read Closely, and Back-to-Back, Face-to-Face protocol (see Appendix).
Locate and post the Things Close Readers Do anchor chart from Module 1 (or be prepared to begin a
new chart).
Lesson Vocabulary
Materials
supplemental, article, gist
Things Close Readers Do anchor chart (begun in Module 1, Unit 2, Lesson 2)

Supplemental articles:
The Ancient Art of Rangoli (one per student in India groups)
The Republic of Iraq (one per student in Iraq groups)
Soccer Mania (one per student in Italy groups)
Culture Research Matrix recording form: Supplemental Articles (one per student)
Culture Matrix recording form: Supplemental Articles (answers, for teacher reference, for each of the three countries)
Capturing Key Details recording form (from Lesson 2)
Culture Research Matrix recording form (from Lesson 12-14)
Group Discussion Questions (for teacher reference)

Opening
A. Engaging the Reader: Unpacking the Learning Targets and Things Close Readers Do (5 minutes)
Gather students in a circle.
When introducing new vocabulary,

consider having the words written
on index cards. Show the card to
students when talking about the
word. Then post the word on a word
wall. This is helpful to visual
learners.
Tell them that today they are going to read a new informational article closely. This article will give them additional
information on the country they have been researching through their Magic Tree House books and Exploring Countries
texts. Inform students that we sometimes call additional articles supplemental. This means that they are adding more
information.
* I can identify the gist of my supplemental article by reading the text closely.
* I can identify evidence of culture for my assigned country by reading the text closely.
* I can record new evidence of culture on my Culture Matrix recording form.
* I can discuss how the culture of my assigned country has stayed the same from the past to the present.
* I can discuss how the culture of my assigned country has changed from the past to the present.
* Based on these learning targets, what do you think we will be doing today?
Ask for volunteers to share.
Tell students that they have been getting a lot of practice reading closely and learning about their countries. Today, they are
going to continue reading like a researcher as they read the supplemental articles about their countries. Refer to the Things
Close Readers Do anchor chart. Use this anchor chart to remind students of the many strategies close readers use to
tackle challenging text. close readers go through.
Tell students they will meet with their Book Clubs/Research Groups today to connect their Magic Tree House book with the
new information they have learned from their Exploring Countries texts and todays supplemental articles. Remind them of
the expectations for holding a Book Club discussion.

Work Time
A. Close Reading Supplemental Articles (25 minutes)
For struggling readers, consider

pulling each article group and
reading the text aloud one time to
support decoding and fluency.
Distribute the supplemental articles to the appropriate research groups:

The Ancient Art of Rangoli (India group)
The Republic of Iraq (Iraq group)
Soccer Mania (Italy group)
Distribute the new Culture Matrix Recording Form: Supplemental Articles. Point out that this recording form is
similar to the Culture Research Matrix recording forms used in the last few lessons.
Read over the new recording form with students.
Remind them to read the text multiple times. Highlight the directions at the top of the recording form to support students in
reading closely.
Consider limiting the amount of text

struggling readers work with. Teach
students to use a piece of paper to
cover portions of text to help them
chunk the amount of text that is
visible at one time.
Answer any clarifying questions.

Give students 25 minutes to complete a close read of their supplemental articles and record evidence of culture.
B. Bringing It Together Conversation (25 minutes)
Provide sentence frames for

students to use as they participate in
the discussions.
Refocus students whole class.

Ask them to return to their desks and gather these materials:
Provide a talking object such as a

ball or stick that students could use
in their groups to ensure that all
voices are heard.
Capturing Key Details recording form (from Lesson 2)

Culture Matrix Recording Form: Supplemental Articles (from today)
Invite students to take these materials and return to their meeting spots.
Tell them that they will now discuss with their Research Groups what they have learned about the culture of their countries.
They will compare evidence of culture from their Magic Tree House book with evidence of culture found in Exploring
Countries and todays additional article.

Reread the final two learning targets aloud:
* I can discuss how the culture of my assigned country has stayed the same from the past to the present.
* I can discuss how the culture of my assigned country has changed from the past to the present.
Tell students that, for this discussion, they have to show what they know. They will sit with their groups and you will pose
the Group Discussion Questions to the whole class, one at a time, and give them about 5 minutes to discuss each one.
They do not need to write anything down; instead, they should use their recording forms to help them answer the questions
and focus on talking and listening to everyone in their group.
After students have settled into their groups, ask the questions one at a time. Display the questions so students can refer to
them (see the supporting materials). Ask:
* What customs and traditions did you find were in both your Magic Tree House book and your informational texts?
Which ones were not?
* What holidays and festivals did you find were in both your Magic Tree House book and your informational texts? Which
ones were not?
* What did you learn about the way people lived in your country in the past (from Magic Tree House) and the way they live
in the present (from your informational texts)?
As students discuss, they should refer to evidence from their three texts, as well as their recording forms.
During the discussion, circulate and encourage students to use evidence directly from their recording forms.

A. Share: Back-to-Back, Face-to-Face Protocol (5 minutes)

For students who need additional

support, consider offering a
sentence frame, sentence starter, or
cloze sentence to assist with
the structure required.
Briefly explain the Back-to-Back, Face-to-Face protocol: Students will pair up with one person and stand back-to-back. They
should decide who will speak first when they turn around and face each other. On the count of three, students turn around,
face their partner, and share:
One new fact of culture they learned from their supplemental article
One thing they felt went really well for them today as a reader and researcher
Give students a moment to think. Use the sentence frames: I learned that ____________. One thing that went well for
me today as a reader and researcher was__________________.
Homework
Continue reading your independent reading book for this unit.

The Ancient Art of Rangoli

By Shruti Priya and Katherine Darrow
1. More than 5,000 years ago, people living in the Indus Valley of northern India decorated the floors
and walls of their homes with elaborate designs of flowers, birds, or geometric patterns. This ancient
tradition, known as Rangoli, is practiced today throughout India as an important part of festivals and
celebrations. In southern India, women and children still make Rangoli every morning on the
threshold of their homes. They perform this daily ritual to welcome guests and bring good luck to the
family.
2. Rang is the Hindi word for "color," but throughout the country,
different styles of Rangoli are known by other names. The brilliant,
colored powders used to make Rangoli are made from finely ground rock
powder, spices, and other kinds of dyes mixed with rice flour. Turmeric, a
spice commonly used in Indian cooking, gives a bright yellow. Indigo is a
deep blue made from the leaves of a shrub. Vermillion red is made from
grinding up a mineral called cinnabar. Plain white rice flour is also part of the color spectrum in
Rangoli.
3. Festivals such as Diwali, or "Festival of Lights," call for a special Rangoli inviting Lakshmi, the
Hindu goddess of wealth, to people's homes. Lakshmi is believed to visit households that have been
well cleaned and beautifully decorated. The whole family helps to complete the big Rangoli by filling
colors in the intricate patterns. A special impression of Lakshmi's footprint is made by dipping the
side of a fist into the rice paste, and then adding toes using fingertips.
4. There are no fixed rules to making Rangoli. Why not try your hand at making one with ordinary
materials that you have around the house.
Glossary
Hindi is the national language of India.
Copyright Cobblestone Publishing. Used by permission and not subject to Creative

Commons license.
Make Your Own Rangoli!

1. Plan your design
Sketch the design, after planning it in your head or referring to the web/books for ideas.
2. Gather colors for sprinkling
You can use white rice or sawdust dyed with food coloring, dried flower petals, brightly colored spices,
or plain white flour. Colored sand can also be purchased at many craft shops. Anything that flows
easily through your fingers will work well.
3. Find a place to make your Rangoli
Patios, sidewalks, or a driveway near the entrance of your home are good spots where there is not too
much foot traffic and your artwork can be admired by friends and family. You can also use a
cardboard or poster board as the base for an indoor piece.
4. Sweep the area clean with a broom
One of the intentions of Rangoli is to welcome visitors, both human and spiritual, to your home.
Taking care to clean your home is one way to honor your guests.
5. Outline your design
Using your thumb and forefinger, sprinkle the outline of your design with your lightest color.
Or, make a grid
Another tradition, called kolam, begins with a grid of white dots, made with a small pinch or sprinkle,
which is then followed by connecting the dots with lines and loops in a symmetrical pattern.
6. Fill in your design
Carefully fill in the shapes you have outlined with as many different colors as you like. One way to fill
large areas is to put the color in a cone made of newspaper, using your finger as a stopper to control
the flow. The more carefully you sprinkle, the more beautiful your design will be. Take your time!
7. Light some candles
In India, small clay oil lamps called diyas are used to light the Rangoli at night. You can also use
votive candles.
8. Sweep and start again!
Rangoli is meant to be transient or temporary to help us remember that everything is always
changing. In the morning, you can sweep away your old Rangoli and make a new one!

Commons license.
Did You Know?

Wall murals, made with rice flour paste, decorate walls at Sabarmati Ashram where Gandhi spent his
later years. Like Rangoli, Warli folk art has been practiced for thousands of years, but unlike the
inherently transient Rangolis, Warli paintings are more permanent.
Shruti Priya has lived in 10 different states of India and loves to explore connections
between different cultures.
Katherine Darrow is a writer, artist, and naturalist living in Phoenix, Arizona.
From Calliope issue: India's Great Soul: Mahatma Gandhi, 2013 ePals Publishing Company, published by ePals Media, 30 Grove Street, Suite C, Peterborough,
NH 03458. All Rights Reserved. Used by Permission of the publisher. www.cobblestonepub.com

Commons license.
The Republic of Iraq
2014 ProQuest LLC and Brigham Young University.
Soccer Mania
By Cynthia Hatch
1. Few countries have a shape that is easier to remember than Italy's. The Italian peninsula looks just
like a boot kicking a ball. What's the ball? It is the neighboring island of Sicily. But that's not the
best part. Can you guess which sport is Italy's national sport? That's right--soccer.
2. Is it a coincidence that this boot-shape country is home to soccer, called il
calcio in Italian, as its national pastime? No. Italians love soccer. For some
Italians, watching soccer is like breathing. Soccer became popular in the
1930s, when Mussolini, Italy's prime minister, believed that a great
Italian soccer team would be a source of national pride. Mussolini had
many soccer stadiums built and teams formed in Italy, and the sport's
popularity followed.
(See picture, "Soccer Players.")
3. Italian children start playing soccer in school yards, public squares, and quiet streets at an early
age. Many children dream of playing in one of Italy's soccer leagues. Some of the best teams are SS
Lazio, AS Roma, AC Milan, Juventus, and AC Fiorentina. But soccer appeals to many Italians, not
just young dreamers. In fact, Italy's current Prime Minister, Silvio Berlusconi, owns AC Milan.
4. Some of the world's best soccer players are Italian.
International soccer star Roberto Baggio calls Italy home. Italy has
won the World Cup three times--in 1934, 1938, and 1982. Italy has
made it to the World Cup finals at least ten times, and in 1990 it
hosted the event.
(See picture, "Soccer Fans at 2005 Champions League.")
5. Italians take their soccer very seriously. After a victory, fans will sing songs, wave flags, and take the
celebration out into the streets. Sometimes after a win, fans will rush onto the field and even hug
and kiss the players. But a team's losses can make the fans angry. When the national team came
home from their 1986 World Cup defeat, fans met the players at the airport. They weren't there to
offer them support or soothe their wounds. The angry fans were there to boo them!
From Faces issue: Italy, 2005 Cobblestone Publishing Company, published by Cobblestone Publishing, 30 Grove Street, Suite C, Peterborough, NH 03458. All
Rights Reserved. Used by Permission of the publisher. www.cobblestonepub.com
Commons license.
Culture Matrix Recording Form: Supplemental Articles

Name:
Date:
Article:
Culture Categories
Directions:
1. Do an independent first read of the supplemental article, looking for unfamiliar words or phrases.
2. Reread the article, reading for gist.
3. Read the article one last time, looking for evidence of culture. Record the evidence by writing the
precise fact you found and noting the paragraph number(s)*.
*For students working on the country of Iraq, you will record the page numbers and not
the paragraph numbers.

Facts
What information did you find in the text about the culture of
this country?
Culture
Category
Write a number
from the chart
above.
Paragraph(s)

Soccer Mania
Name:
Date:
Article: Soccer Mania
Culture Categories
Directions:
precise fact you found and noting the paragraph number(s).

Soccer Mania
Facts
What information did you find in the text about the culture
of this country?
Culture
Category
Write a number
from the chart
above.
Paragraph(s)
Soccer is a national sport that people love.
After a soccer victory, people celebrate with songs

and flags.
People will rush onto the field if a soccer team wins

and hug and kiss the players.
Italian children learn to play soccer very early.
People will boo the team if they lose.

Name:
Date:
Article: The Ancient Art of Rangoli
Culture Categories
Directions:

Facts
this country?
Culture
Category
Write a number
from the chart
above.
Paragraph(s)
Turmeric is used in cooking.
Rangoli is a tradition of decorating floors and walls

with designs of birds, flowers, and patterns.
Rangoli is practiced every day to welcome guests and

bring good luck.
Woman and children make rangoli every morning.
Diwali uses special rangoli to welcome Lakshmi.

Name:
Date:
Article: The Republic of Iraq
Culture Categories
Directions:

Facts
this country?
Culture
Category
Write a number
from the chart
above.
Page(s)
Football is the most popular sport in Iraq.
Iraqis eat three meals a day, mostly with family.
The official language is Arabic.
Eid al-Fitr is a three-day celebration marking the end

of Ramadan.
Most Iraqis are Muslims.
Group Discussion Questions

1. What customs and traditions did you find were in both your Magic Tree House book and your
informational texts? Which ones were not?
2. What holidays and festivals did you find were in both your Magic Tree House book and your
informational texts? Which ones were not?
3. What did you learn about the way people lived in your country in the past (from Magic Tree House)
and the way they live in the present (from your informational texts)?

End of Unit 2 Assessment: Reading and Writing
about a New Informational Text: Exploring Countries:
France

Reading and Writing about a New Informational Text:

I can write an informative text that has a clear topic. (W.3.2)
I can develop the topic with facts, definitions, and details. (W.3.2)
I can construct a closing statement on the topic of an informative text. (W.3.2)
I can sort evidence into provided categories. (W.3.8)
Ongoing Assessment
I can answer questions about the culture of France by reading excerpts from an informational text
closely.

Tracking My Progress, End of Unit 2 recording form
I can identify the main idea of a paragraph in Exploring Countries: France by reading closely.
I can identify key details that support the main idea in a paragraph from Exploring Countries: France.
I can use text features to help me answer questions about the text.
I can record evidence I find of customs and traditions in France.
I can write an informative paragraph about some of the customs and traditions in France.

Agenda
Teaching Notes
1. Opening
In the Opening of this lesson, students are reminded of the things close readers do using the Things
Close Readers Do anchor chart. This will help give them confidence to complete todays work, as they
realize that they have been practicing all of these skills throughout this module.
A. Engaging the Reader: Things Close Readers Do (5

minutes)
2. Work Time
A. End of Unit 2 Assessment: Close Reading on My
Own (35 minutes)
C. Things I Want to Know (10 minutes)
4. Homework
A. None.
For the bulk of this lesson, students independently apply the close reading skills they have been building
throughout the module to complete the End of Unit 2 Assessment. Because this is a reading assessment,
the text should not be read aloud.
If students finish the assessment before their classmates, they should read their independent reading
book, reread the excerpts from Exploring Countries: France, or complete another task that you
designate ahead of time.
After the End of Unit 2 Assessment, students have a chance to formally assess their learning using the
Tracking My Progress recording form. Remind them of the importance of checking in with
themselves, so they can see where theyve been, where they are, and where they would like to go with
their learning. This self-awareness is a powerful learning tool.
The writing portion of the End of Unit 2 Assessment should be assessed using the New York State Grade
3 Expository Writing Evaluation Rubric (see the supporting materials). Note that the New York State
Grade 3 Writing Evaluation Rubric includes language that states: Essays at this level. For this
assessment, students will not be crafting an essay. Rather, they will craft full paragraphs. But the criteria
for quality as identified in the rubric remains the same for both essays and paragraphs.

Lesson Vocabulary
Materials
France, facts, main idea, details,

informative
Things Close Readers Do anchor chart (begun in Module 1, Unit 1, Lesson 2)

Exploring Countries: France excerpt (assessment text; one per student)
End of Unit 2 Assessment: Reading and Writing about a New Informational Text: Exploring France excerpts (one per
student)
End of Unit 2 Assessment: Reading and Writing about a New Informational Text: Exploring France excerpts (answers, for
teacher reference)
Tracking My Progress, End of Unit 2 recording form (one per student)
Index cards (one per student)
New York State Grade 3 Expository Writing Evaluation Rubric (for teacher reference)

Opening
A. Engaging the Reader: Things Close Readers Do (5 minutes)

Gather students in a circle.

the target.
Tell them that today they are going to show what they know about reading closely. Tell them they will read a new
informational text about a new country: France. They will also be asked to take the same kind of notes they have been taking
in previous lessons on their recording forms.
Direct students attention to the Things Close Readers Do anchor chart. Ask for volunteers to read the items on the
anchor chart aloud.
Ask:
* What have we been learning about how to read closely?

* What specifically have we been learning about how to read informational text to build expertise on a topic?
Listen for them to offer comments that illuminate todays learning targets.
Point out this connection to students. Probe as needed, emphasizing the importance of rereading, asking questions, looking
in the text for answers, finding the main idea, finding details to support the main idea, using text features, and recording
your new learning on a recording form.
Tell students that these are exactly the skills they will demonstrate on todays end of unit 2 assessment.

Work Time
A. End of Unit 2 Assessment: Close Reading on My Own (35 minutes)
Consider previewing the text

excerpts with struggling readers as
an extra support.
Distribute Exploring Countries: France excerpt and the End of Unit 2 Assessment: Reading and Writing
about a New Informational Text: Exploring France excerpts.
Read the directions on the End of Unit 2 Assessment. Point out that students will record information. They need to find four
examples of customs and traditions in France. They will take notes about these, and they should feel confident in this task,
as they have been practicing this skill in class.
Remind students that they should read the text multiple times:
If students are reading below grade

level and having trouble decoding,
consider pulling them into a small
group and reading the text aloud.
First for gist

Then to identify unfamiliar words
Then to think about the main idea and details
One last time to answer the questions
Give students 30 minutes to complete the assessment. If they finish early, they should read their independent reading book
or reread Exploring Countries: France to generate questions they have about France (see Work Time C).
Collect students End of Unit 2 Assessments.
Remind students that they now have a chance to self-assess their learning as researchers. Tell them that this time, they will
reflect on the guiding questions for the module, rather than on their progress toward specific learning targets.
Distribute the Tracking My Progress, End of Unit 2 recording form. Ask students to complete it independently.
Remind them that they have been self-assessing in various ways throughout this unit.

C. Things I Want to Know (10 minutes)

Note: Do this activity as time permits, being sure to save 5 minutes for the debrief.
Distribute one index card to each student.
Invite students to skim back through the text excerpts of Exploring Countries: France. Ask them to record any facts or
words they found particularly interesting on one side of the card. On the other side, students should write a question about
what they want to know about this fact or word. For example, on one side a student may write ratatouille, and on the other
side, Why is this called ratatouille?
Ask students to complete this step.
Once they have written on their cards, give these instructions:
When you say Go, they will:
1. Stand up and find a partner.
2. Read a word or fact from one side of their card.
3. Invite their partner to tell what he/she thinks the word means or what it makes him/her wonder about.
4. Read their question and explain what they were wondering about it.
5. Trade, so that the other person can share.
Ask students to find a new partner and repeat as time allows.
Collect students index cards.

Invite students to form a circle in the middle of the room.
Consider providing a sentence

frame, sentence starter, or cloze
sentence to assist with language
production and the structure
required.
Ask them to turn to their neighbor and complete these sentence stems:
I used to think _____________, but now I ________. (For example, I used to think that France had lots of french
fries, but now I know that France has many different foods, including breads and cheeses.)
Homework
None.


Excerpts
Grack, Rachel. "Exploring Countries: France." Bellwether Media. Minneapolis, Minnesota.

2011. ISBN:9781600144806

Excerpts

2011. ISBN:9781600144806

Excerpts

2011. ISBN:9781600144806

Excerpts
Grack, Rachel. "Exploring Countries: France." Blastoff! Readers, Bellweather Media. 8 Aug. 2010: 22-25. Print.

2011. ISBN:9781600144806

Name:
Date:
Part A: Reading Closely to Gather Information
Directions:
1. Read the text excerpts from Exploring Countries: France.
2. Reread the same excerpts and find four examples of French customs and traditions.
3. Take notes on this recording form, just as you have been doing in class.
Complete after reading text excerpts.
Category
Facts
What facts did you find in the text about this part of culture?
Customs and
Traditions
Page
Number
1.
p._____
2.
p.____
3.
p.______
4.
p.______

Part B: Questions from the Text
1. What does hors doeuvre mean?
a. mean
b. appetizer
c. sausage
d. liver paste
2. Which text feature in the excerpt helps you understand how many different types of cheese are in
France?
a. Did you know? fact
b. photograph
c. Fun Fact box
d. caption
3. Reread the first paragraph on page 24. Which sentence best expresses the main idea of this
paragraph?
a. The French people like to have parades.
b. The French people are good at making balloons.
c. The French people celebrate many traditional holidays.
d. The French people like many colors.
4. Which of the details below does the author use to support this main idea?
a. A famous holiday is Mardi Gras.
b. There are floats.
c. People dress in flashy costumes.
d. They have cake.

Part C: Writing a Research-Based Informational Paragraph
You have learned a lot about using informational text to help you better understand the culture of a
country. Use the graphic organizer you just completed to write a paragraph about some of the
customs and traditions of France.
Write an informational paragraph describing two customs or traditions in France. Use
details from the text to support your response.
introduce the topic

Part A: Reading Closely to Gather Information
Directions:
1. Read the text excerpts from Exploring Countries: France.
2. Reread the same excerpts and find four examples of French customs and traditions.
3. Take notes on this recording form, just as you have been doing in class.
Complete after reading text excerpts.
Category
Facts
What facts did you find in the text about this part of
culture?
Page
Number
Customs and
Traditions
1. Midday meal is eaten with the entire family.
1.
p.__22__
2. Midday meal has an appetizer, entre, and dessert.
2.
p._22_
3. Famous holiday is Mardi Gras.
3.
p.__24_
4. The Feast of Kings is celebrated every January 6 with king
cake.
4.
p._24__

Part B: Questions from the Text

1. What does hors doeuvre mean?
a. mean
b. appetizer
c. sausage
d. liver paste
2. Which text feature in the excerpt helps you understand how many different types of cheese are in
France?
a. Did you know? fact
b. photograph
c. Fun Fact box
d. caption
3. Reread the first paragraph on page 24. Which sentence best expresses the main idea of this
paragraph?
a. The French people like to have parades.
b. The French people are good at making balloons.
c. The French people celebrate many traditional holidays.
d. The French people like many colors.
4. Which of the details below does the author use to support this main idea?
a. A famous holiday is Mardi Gras.
b. There are floats.
c. People dress in flashy costumes.
d. They have cake.

Part C: Writing a Research-Based Informational Paragraph
You have learned a lot about using informational text to help you better understand the culture of a
country. Use the graphic organizer you just completed to write a paragraph about some of the
customs and traditions of France.
Write an informational paragraph describing two customs or traditions in France. Use
details from the text to support your response.
introduce the topic
France is a country that enjoys food and holidays. In France, an important meal is the
midday meal. This meal has many parts, including appetizers. One unique appetizer is
liver paste. France also has many traditional holidays. One famous holiday is Mardi
Gras. Mardi Gras is when people dress up in costumes. The floats in the parade are very
large. France is a country that enjoys lots of customs and traditions. These are just two
examples.
Tracking My Progress, End of Unit 2

Name:
Date:
1. What defines culture?
I am on my way!
3.The evidence to support my self-assessment is:

Note to teachers: The New York State rubric includes the language Essays at this level. Students are not required to draft
complete essays. They will draft complete paragraphs, but the criteria for quality remain the same.
CRITERIA
CCLS
CONTENT AND
ANALYSIS: the
extent to which the
essay conveys ideas
and information
clearly and
accurately in order
to support analysis
of topics or text
COMMAND OF
EVIDENCE:
the extent to which
the essay presents
evidence from the
provided text to
reflection
4
3
Essays at this
level:
2
Essays at this
level:
1
Essays at this
level:
0
Essays at this
level:
W.2, clearly introduce

R.1 a topic in a manner
9
that follows
logically from the
task and purpose
demonstrate
comprehension and
analysis of the text
clearly introduce
a topic in a
manner that
follows from the
task and purpose
demonstrate
grade-appropriate
comprehension of
the text
introduce a topic
in a manner that
follows generally
from the task and
purpose
demonstrate a
confused
comprehension of
the text
introduce a topic
in a manner that
does not logically
follow from the
task and purpose
demonstrate
little
understanding of
the text
demonstrate a
lack of
comprehension of
the text or task
W.2 develop the topic

R.1 with relevant, well8
chosen facts,
definitions, and
details throughout
the essay
develop the topic

with relevant facts,
definitions, and
details throughout
the essay
partially develop
the topic of the
essay with the use
of some textual
evidence, some of
which may be
irrelevant
demonstrate an
attempt to use
evidence, but only
develop ideas with
minimal,
occasional
evidence that is
generally invalid
or irrelevant
provide no
evidence or
provide evidence
that is completely
irrelevant

CRITERIA
CCLS
4
3
2
Essays at this
level:
1
Essays at this
level:
0
COHERENCE,
ORGANIZATION,
AND
STYLE: the extent to
which
the essay logically
organizes
complex ideas,
concepts, and
information using
formal
style and precise
language
W.2
L.3
L.6
clearly and
consistently group
related information
together
skillfully connect
ideas
within categories of
information using
linking words and
phrases
provide a
concluding
statement that
follows clearly from
the topic and
information
presented
generally group
related
information
together
connect ideas
within
categories of
information using
linking words and
phrases
provide a
concluding
statement that
follows from the
topic and
information
presented
exhibit some
attempt to group
related
information
together
inconsistently
connect ideas
using some
linking words and
phrases
provide a
concluding
statement that
follows generally
from the topic and
information
presented
exhibit little
attempt at
organization
lack the use of
linking words and
phrases
provide a
concluding
statement that is
illogical or
unrelated to the
topic and
information
presented
exhibit no
evidence of
organization
do not provide a
concluding
statement

CRITERIA
CCLS
CONTROL OF
W.2
CONVENTIONS:
L.1
the extent to which
L.2
the essay
demonstrates
command of the
conventions of
standard
English grammar,
usage, capitalization,
punctuation, and
spelling
4
3
2
Essays at this
level:
1
Essays at this
level:
0
demonstrate
grade-appropriate
command of
conventions, with
few errors
demonstrate
grade-appropriate
command of
conventions, with
occasional errors
that do not hinder
comprehension
demonstrate
emerging
command of
conventions, with
some errors that
may hinder
comprehension
demonstrate a
lack of command
of conventions,
with frequent
errors that hinder
comprehension
are minimal,
making assessment
of conventions
unreliable
If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1.

Overview

Culminating Project:
Writing a Letter to Mary Pope Osborne
Unit 3: Culminating Project: Writing a Letter to Mary Pope Osborne
In this final unit, students continue to explore the question: How do authors learn
and share their knowledge on a topic? as they share their growing knowledge of
the culture of a country with the author of the Magic Tree House books, Mary Pope
Osborne. Students also expand their expertise as writers by crafting a researchbased letter. The specific literacy focus of this unit is on writing a research-based
letter to Ms. Osborne using text-based facts, as well as learning to revise. Each
student will create a letter to Ms. Osborne to inform her about aspects of culture
that have remained from the past to the present in several countries where her
books are set. This writing serves as a synthesis of the research students did in Unit
2. Students receive scaffolded writing support from adults and peers by crafting a
letter to Ms. Osborne about the country of Japan, the shared research experience in
Unit 1. In the mid-unit assessment, students craft an on-demand first draft of their
research-based letter to Ms. Osborne based on the country they researched with
small groups in Unit 2. Students then practice revising and editing their Japan
letters based on support and critique from peers and the teacher. In the on-demand
end of unit assessment, they revise and edit their letter about the specific country
they researched in their expert groups. After finishing the letter during the
assessment, students publish the letter and celebrate through an Authors Chair
celebration.


Drafting a Research-Based Letter to Mary Pope Osborne about Expert Country

This task addresses NYSP12 ELA CCLS RI.3.5, RI.3.3, W.3.2, W.3.4, W.3.5, W.3.7, W.3.8., and W.3.10. After conducting
research in Unit 2, students use the information they have gathered to write the first draft of a letter to Mary Pope Osborne,
urging her to write a new book, set in the present day, about the country they have researched. In an informative/explanatory
letter, students present their research about the culture of the country and suggest ideas for the plot of the new book.
Using the Writing Process: Revising and Editing the Letter to Mary Pope Osborne about Expert Country
This task addresses NYSP12 ELA CCLS W.3.2, W.3.4, W.3.5, L.3.1, L.3.2, and L.3.3 After receiving feedback from peers and
teachers, students identify three things they will do to revise (W.3.2, W.3.4, L.3.3) and edit (L.3.1, L.3.2, W.3.5) their letters.
They highlight the changes they incorporated into their final drafts and discuss the thinking behind them with a peer.
Content Connections
the module intentionally incorporates Social Studies Practices and Themes to support potential interdisciplinary connections to this compelling content.
Big ideas and guiding questions are informed by the New York State Common Core K-8 Social Studies Framework:
Descriptor 1: Form questions about the world in which we live (page 16 of 29).

Texts
1. Mary Pope Osborne, Magic Tree House #37: Dragon of the Red Dawn (New York: A Stepping Stone Book by Random House, 2007), ISBN: 978-0-375-83727-2.
2. Colleen Sexton, Exploring Countries: Japan (Minneapolis: Bellwether Media, 2012), ISBN: 978-1-60014-674-9.
3. Mary Pope Osborne, Magic Tree House #33: Carnival at Candlelight (New York: A Stepping Stone Book by Random House, 2007), 978-0-375-83034-1. (Enough
4. Mary Pope Osborne, Magic Tree House #34: Season of the Sandstorms (New York: A Stepping Stone Book by Random House, 2007), 978-0-375-83032-7. (Enough
5. Mary Pope Osborne Magic Tree House #45: A Crazy Day with Cobras (New York: A Stepping Stone Book by Random House, 2007), 978-0-375-86795-8. (Enough
6. Walter Simmons, Exploring Countries: Italy (Minneapolis: Bellwether Media, 2012), 978-1600146732. (Enough texts for one-third of the class.)
7. Jim Bartell, Exploring Countries: India (Minneapolis: Bellwether Media,, 2011), 978-1600145551. (Enough texts for one-third of the class.)
8. Lisa Owings, Exploring Countries: Iraq (Minneapolis: Bellwether Media, 2011), 978-1600145926. (Enough texts for one-third of the class.)
9. CultureGrams Republic of Iraq ProQuest, 2013.

Unit-at-a-Glance
This unit is approximately 2.5 weeks or 12 sessions of instruction.
Lesson
Lesson Title
Long-Term Targets
Supporting Targets
Lesson 1
Writing a Research-Based Letter:

Launching the Performance Task

support). (W.3.4)
I can examine and analyze a model of a

research-based informative letter.

support). (W.3.5)
I can contribute ideas for the creation of

an anchor chart about a quality
Ongoing
Assessment
Anchor Charts &

Protocols
Examining and Analyzing a

Model for Writing
discussion
Analyzing the Model Letter

anchor chart 1: Opening

anchor chart 3: Closing
I can compare how people use

language when they write versus when
they talk. (L.3.3)
Lesson 2
Writing the Letters Opening:

Connecting to Mary Pope
Osborne

support). (W.3.4)
support). (W.3.5)
they talk. (L.3.3b)

anchor chart 2: Informative
Body Paragraphs
Conventions of Letter
Writing anchor chart
I can practice for the performance task
by writing about Japan (with support).
I can plan and draft my writing for my
opening paragraph using the model
provided.
Partner drafts of opening

paragraph

anchor chart 1: Opening
Criteria for a Quality
Research-Based Letter
anchor chart
I can identify criteria for completing a


Unit-at-a-Glance
Lesson
Lesson Title
Long-Term Targets
Supporting Targets
Ongoing
Assessment
Anchor Charts &

Protocols
Lesson 3
Reviewing the Research on

Japan: Determining Topics for
Informative Paragraphs

support). (W.3.4)
I can capitalize appropriate words, such

as names and titles.
Letters to a family member

or friend
Words We Capitalize in
Writing anchor chart
I can review information gathered from

my research on Japan.
Topic Decision recording

form

Body Paragraphs

France Model: Informative

Paragraphs recording form
I can plan my writing for my

informative paragraphs by completing a
Paragraph Writing graphic organizer.
Students informative draft

paragraphs

Body Paragraphs

support). (W.3.5)
categories. (W.3.8)
I can use the Topic Decision recording

form to identify the topics of my two
informative paragraphs for my Japan
practice letter.
I can use conventions to send a clear

message to my reader. (L.3.2)
they talk. (L.3.3b)
Lesson 4
Writing the Informative

Paragraphs: Incorporating
Research into Our Writing

support). (W.3.4)
I can write an informative/explanatory
text. (W.3.2)
I can group supporting facts together
about a topic in an
informative/explanatory text using
both text and illustrations. (W.3.2a)
I can identify additional criteria for a

strong research-based letter.

anchor chart

support). (W.3.5)
categories. (W.3.8)
they talk. (L.3.3b)

Unit-at-a-Glance
Lesson
Lesson Title
Long-Term Targets
Supporting Targets
Ongoing
Assessment
Anchor Charts &

Protocols
Lesson 5
Continuing Writing the

Informative Paragraphs:
Incorporating Research into Our
Writing

support). (W.3.4)
I can use descriptive words in my

writing to show details.
France Model: Informative

Paragraphs recording form

Students informative draft

paragraphs
Words That Work:

Descriptive Words anchor
chart

text. (W.3.2)
about a topic in an
I can draft my informative paragraphs

using a Paragraph Writing graphic
organizer.
I can give kind, helpful, and specific
feedback to my writing partner.

anchor chart
Peer Critique Protocol
anchor chart
Peer Critique protocol

support). (W.3.5)
categories. (W.3.8)
they talk. (L.3.3b)
(SL.3.1)

Unit-at-a-Glance
Lesson
Lesson Title
Long-Term Targets
Supporting Targets
Ongoing
Assessment
Anchor Charts &

Protocols
Lesson 6
Writing the Letters Closing:

Concluding Thoughts for Mary
Pope Osborne

support). (W.3.4)

France Model: Closing

Paragraph recording form
I can draft my closing paragraph by

using the model provided.
Completed closing
paragraph organizers

Research Based Letter
anchor chart
I can identify additional criteria for a

strong research-based letter.
Partner drafts of closing

paragraph

text. (W.3.2)
about a topic in an

anchor chart 3: Closing
Structure of the Closing
Peer Critique protocol

support). (W.3.5)
categories. (W.3.8)
they talk. (L.3.3b)

Unit-at-a-Glance
Lesson
Lesson Title
Long-Term Targets
Supporting Targets
Lesson 7
Mid-Unit Assessment: Writing a

First Draft of Research-Based
Letter to Mary Pope Osborne
about Expert Country

I can write a first draft of my researchbased letter to Mary Pope Osborne

using research from my Magic Tree
House and Exploring Countries texts.

I can use the criteria for a high-quality

letter in my writing.
Ongoing
Assessment
Anchor Charts &

Protocols
Writing a First Draft

anchor chart
Exit Ticket: Success and

Challenge
I can write informative/explanatory

texts that convey ideas and
information clearly. (W.3.2)
With support from adults, I can
produce writing that is appropriate to
task and purpose. (W.3.4)
With support from peers and adults, I
can use the writing process to plan,
revise, and edit my writing. (W.3.5)
I can conduct a research project to
become knowledgeable about a topic.
(W.3.7)
categories. (W.3.8)
I can adjust my writing practices for
different time frames, tasks, purposes,
and audiences. (W.3.10)
Lesson 8
Revising: Using Simple and

Compound Sentences in Writing
I can write simple, complex, and

compound sentences. (L.3.1i)
support). (W.3.5)
I can revise my Japan letter to Ms.

Osborne to include simple and
compound sentences.
Student revisions of
sentences in Japan letter
Simple and Compound

Sentences anchor chart

Unit-at-a-Glance
Ongoing
Assessment
Anchor Charts &

Protocols
I can revise my Japan letter to Ms.

Osborne to include vivid and precise
adjectives.
Student revisions of word

choice in Japan letters
Words That Work anchor

chart
Exit tickets
Back-to-Back, Face-to-Face
protocol
I can check my peers work for correct

capitalization.
Conventions anchor charts
Spelling Conventions
anchor chart
Lesson
Lesson Title
Long-Term Targets
Supporting Targets
Lesson 9
Revising: Using Vivid and

Precise Adjectives

support). (W.3.5)
Lesson 10
Reviewing Conventions and

Editing Peers Work
I can use grammar conventions to send

a clear message to a reader or listener.
(L.3.1)

spelling.
punctuation.
Letter to Ms. Osborne about

Japan (drafts annotated for
edits)
Exit ticket
Things I Need to Remember
for Writing recording form
Punctuations Conventions
anchor chart
Capitalization Conventions
anchor chart
Chalk Talk protocol

support). (W.3.5)
Lesson 11
End of Unit Assessment: OnDemand Revising and Editing

Research-Based Letter to Mary
Pope Osborne about Expert
Country

I can revise and edit a first draft of my

research-based letter to Mary Pope
Osborne.

I can use feedback from peers to

improve my writing.
Writing a First Draft about
Expert Country (with
annotations for revising and
editing)
With support from peers and adults, I

can use the writing process to plan,
revise, and edit my writing. (W.3.5)
(L.3.1)

Unit-at-a-Glance
Lesson
Lesson Title
Long-Term Targets
Supporting Targets
Lesson 12
Publishing Performance Task:

Creating a Polished Letter and
Celebrating with Authors Chair

I can write a research-based letter to

Mary Pope Osborne informing her of
the evidence of culture that she could
use in her new book.

support). (W.3.5)
I can listen as my peers share their

writing and can give specific praise for
my peers work.
Ongoing
Assessment
Anchor Charts &

Protocols
Performance Task: Final

Research-based Letter to
Mary Pope Osborne
The Authors Chair

Celebration anchor chart
Tracking My Progress, End

of Unit 3 recording form
I can conduct a research project to

become knowledgeable about a topic.
(W.3.7)
categories. (W.3.8)
(L.3.1)
I can effectively engage in discussions
with diverse partners about thirdgrade topics and texts. (SL.3.1)
10


Experts:
Invite a local author to share how he/she uses the writing process.
Fieldwork:
If there is a local newspaper or publishing company, plan a trip to the site to see how published works are created.
Service:
Use students letter-writing skills to write thank-you letters to members of the school community, such as the office staff, administration, or custodial staff.
Use students letter-writing skills to support a local organization through a letter-writing campaign.
Library/media specialist: Research how authors started. Research how Mary Pope Osborne became a published author.
Technology/media specialist: Support students in typing final copies of letters.
Geography: Research the location where these letters would be sent if they were to go to the country that was researched. What is the capital of India? Iraq? Italy?
How is mail delivered in these countries?
11


In this unit, there is a gradual release of responsibility of the writing tasks from teacher to students.
In Lessons 1-6, the class will work together to examine a model letter (about France) in order to build an understanding of the criteria for quality writing. This work is
heavily supported by the teacher.
Next, students will be supported through a guided writing experience to draft and revise a similar letter about Japan. During this guided practice, you will do live
writing demonstrations to model the thinking and writers craft for students. All students will independently create a letter about Japan, but with heavy support by you
and students peers.
Finally, students practice true independent writing through crafting the research-based letter to Mary Pope Osborne about their researched country (from Unit 2).
They do this independent application during Mid-Unit 3 Assessment (Lesson 7) and End-Unit 3 Assessment (Lesson 11).
In Lesson 12, all students celebrate their independent accomplishments through sharing of the letters they crafted during the Mid and End Unit 3 assessments.
Preview all teaching notes (Lessons 1-12) before launching to this unit, in order to more fully understand when, how, and why students will write when students will be
about each of the three countries (France, Japan, and their research group country from their work in Unit 2).
Throughout this unit, students will work on Words the Work routine to build word power for writing. Students will need small whiteboards and markers for this activity.
If whiteboards are not available, consider laminating a blank sheet of paper and having students use them with overhead markers. Old socks make wonderful erasers for
the small whiteboards instead of tissues.

Reserved.
12

As noted in the Module overview, released along with this module is a stand-alone document titled Foundational Reading and Language Standards Resources
Package for Grades 35. This resource package is designed to give teachers resources and guidance for addressing the CCSS foundational reading and language ELA
standards. The package cites example lessons within the modules in which these standards are addressed. It also includes resources for literacy instruction that occurs
alongside the modules.
These resources will be referenced throughout Module 2B, when opportunities exist for connecting and differentiating instruction in the lessons. Before launching this
module, review the Foundational Reading and Language Standards Resources Package for Grades 35 and determine how your current GRAIR time aligns with these
resources.
For grade 3 specifically, review the Show the Rule Strategy (aligned with CCLS L.5.1, 2, and 3), which should be introduced before Lesson 9. This unit provides
opportunities for language work with students. See the specific Show the Rule example lesson, which describes a week-long instructional sequence for teaching
students about conjunctions. This lesson sequence, and similar lessons designed by teachers, would happen alongside Unit 3, during the Additional Literacy Block, and
preferably should be completed before Lesson 9.
Review the Unit 3 Recommended Texts list. Students are asked to choose a book from the Recommended Texts list and read it for homework throughout this unit. It is
imperative that they read many texts at their reading level so that they can continue to build the academic vocabulary and fluency demanded by the CCLS. Review the
Recommended Texts list with students and support them in choosing an appropriate text to read at home for homework. In class, co-create with students a routine for
reading at home and reporting back in class. A possible routine could involve asking students to track the number of pages read each night and writing a short summary
about what they read. This routine could also support students and teachers in working to set personalized reading goals and reflecting on progress.

Reserved.
13

Recommended Texts
The list below includes texts with a range of Lexile text measures about
anthropologists, researchers, and writers. This provides appropriate independent
reading for each student to help build content knowledge about the topic. Note that
districts and schools should consider their own community standards when
reviewing this list. Some texts in particular units or modules address emotionally
difficult content.
below band, within band, and above band. Note, however, that Lexile measures
are just one indicator of text complexity, and teachers must use their professional
judgment and consider qualitative factors as well. For more information, see
Appendix 1 of the Common Core State Standards.
CCLS.

Grades 23: 420820L
Grades 45: 7401010L
Title
Text Type
Lexile Measure
Informational
340
Lexile measures below band level (under 420L)

What Do Authors Do?
Eileen Christelow (author)
Lexile measures within band level (420820L)

Jane Goodall: Animal Scientist and
Friend
Connie Janowski (author)
Biography
530
Uncommon Traveler: Mary Kingsley

in Africa
Don Brown (author)
Biography
550 (AD)
Title
Text Type
Lexile Measure
Pingpong Perry Experiences How a

Book Is Made
Sandy Donovan (author)
Informatinal
560
Amazing Arctic Explorer: Matthew

Henson
Mary Dodson Wade (author)
Biography
575*
Zora Hurston and the Chinaberry Tree
William Miller (author)
Biography
640
How to Write about Your Adventure
Cecilia Minden (author)
Informational
650
Mary Pope Osborne
Jill Wheeler (author)
Informational
790*
Lexile measures above band level (over 820L)

If the World Were a Village: A Book
about the Worlds People
David J. Smith (author)
Informational
840
Writers
Shaun Hunter (author)
Informational
860
Jane Goodall: Researcher Who

Champions Chimps
Mike Venezia (author)
Biography
960
Eruption!: Volcanoes and the Science

of Saving Lives
Elizabeth Rusch (author)
Informational
1000
Women in Anthropology
Shaina Indovino (author)
Informational
1075
A Childs Introduction to the World:

Geography, Culture and PeopleFrom
the Grand Canyon to the Great Wall of
China
Heather Alexander (author)
Informational
No LXL

Writing a Research-Based Letter: Launching the
Performance Task


I can compare how people use language when they write versus when they talk. (L.3.3)
Ongoing Assessment
I can examine and analyze a model of a research-based informative letter.
Examining and Analyzing a Model for Writing

discussion
I can contribute ideas for the creation of an anchor chart about a quality research-based informative
letter.

Agenda
Teaching Notes
1. Opening
Throughout the module, students have built an understanding of how customs and traditions reflect a
countrys culture. They have read a Magic Tree House book and accompanying informational texts to
gather a rich collection of information. In this unit, students will learn how to incorporate some of this
information into their writing for the performance task. The performance task gives them a chance to
share their learning about the culture of the country they have researched by writing a letter to Mary
Pope Osborne, the author of the Magic Tree House books, urging her to write a new book, set in the
present day, about the country they have researched. In this informative/explanatory letter, students
present their research about the culture of the country and suggest ideas for the plot of the new book.
A. Engaging the Writer: Reviewing the Performance

Task and Unpacking the Learning Targets (7
minutes)
2. Work Time
A. Examining and Analyzing a Model for Writing (25
minutes)
B. Analyzing the Model LetterConstructing Anchor
Charts (20 minutes)
A. Debrief: Conventions of Letter Writing (5 minutes)
B. Introduce Homework (3 minutes)
4. Homework
A. Tell someone at home about the performance task.
Describe the five main parts of a letter. Practice
using the five parts of a letter by writing to a family
member or friend you have not seen in a while. Talk
with someone at home about where this person lives
and what you might want to write about.
The lessons in this unit contain instruction on the specific writing skills necessary to craft this
informative letter. In Lesson 1, students examine a model of a letter to Mary Pope Osborne urging her to
write a book on present-day France. Students became somewhat familiar with this country in the End of
Unit 2 Assessment, but they do not need any background information about the country to analyze the
way the model was written. From this model, students will begin to identify the criteria for their letter.
Throughout this unit, students will be build their knowledge and skills regarding writing letters with.
See Unit 3 overview for details, and preview all teaching notes in Lessons 1-12. This will help you be
aware of the writing tasks in each lessons, since some will be guided and some independent.
Since the performance task writing takes the form of a letter, the early lessons of this unit could coincide
with additional instruction around letter writing if you choose. The Closing of this lesson introduces
students to the five main parts of a letter.
A sample Letter Writing template is included in the supporting materials. Consider using this with the
homework assignment.
Students are assigned independent reading for homework often in this unit. See Unit 3 overview for
details: be sure to have launched Independent Reading preferably before you begin Unit 3, but
certainly before Lesson 4.
There are quite a few materials in this lesson, since it launches the work of the unit. Preview carefully.

Agenda

In advance:
Review the Performance Task document (stand-alone).
Create and post Analyzing the Model Letter anchor charts 1, 2, and 3, and the Conventions of Letter
Writing anchor chart.
Review the Performance Task Invitation: Annotated.
Lesson Vocabulary
Materials
research-based, quality, criteria,

performance task
Performance Task Invitation (one to display)

Document camera
Performance Task Invitation: Key Phrases in Bold (for teacher reference)
Performance Task Model: Writing about France (one per student and one to display)
Examining a Model Letter: Group recording form (one per group and one to display)
Work Time A Steps (one to display)
Analyzing the Model Letter anchor chart 1: Opening (new; co-created with students during Work Time B; see supporting
materials)
Analyzing the Model Letter anchor chart 2: Informative Body Paragraphs (new; co-created with students during Work Time
B; see supporting materials)
Analyzing the Model Letter anchor chart 3: Closing (new; co-created with students during Work Time B; see supporting
materials)
Conventions of Letter Writing anchor chart (new; teacher-created; see supporting materials)
Letter Writing template (optional; one per student)

Opening
A. Engaging the Writer: Reviewing the Performance Task and Unpacking the Learning Targets (7 minutes)

symbols (e.g., a picture of a list for
plan) to assist ELLs in making
connections with vocabulary.
Congratulate students on their hard work in Unit 2. They have gathered great research to successfully complete the
performance task.
Reintroduce the performance task by displaying the Performance Task Invitation via a document camera.
Read the invitation aloud two times:
Author Mary Pope Osborne has announced she will write a new Magic Tree House book! Instead of traveling to a place
in the past, however, Ms. Osborne has decided that Jack and Annie will return in the present to a country theyve already
visited. Before she begins writing, Ms. Osborne wants to be sure there are plenty of interesting things about the culture of
the country that she can include in her new story.
Clarify vocabulary with ELLs. They

can record new terms in personal
dictionaries or vocabulary logs.
You have been invited to conduct this research for her! After conducting research with your small group about your
assigned country, you will individually write a letter to the author of the Magic Tree House series to inform her about the
culture of your country today. This will help her decide whether she should write a new book on this country. Include
information about two aspects of culture that you discovered in your Exploring Countries text. Use accurate facts,
definitions, and details from your research to explain each. At the end of your letter, provide a brief description of how
Mary Pope Osborne might use the information you found in a new book on this country.
Deconstruct the wording of the Performance Task Invitation to ensure that students understand the requirements of the
letter. Consider asking:
* What do we know?
(See Performance Task Invitation: Key Phrases in Bold for additional guidance). Listen for students to suggest the
following:
We know that Mary Pope Osborne, the author of the Magic Tree House books, is planning to write a new book.
We know that she wants to have Jack and Annie return to a country theyve been to before. This country will be the
setting.
We know that Ms. Osborne plans to have the story take place in the present, not in the past like most of her other stories.
We know that shes reaching out to student writer-researchers such as yourselves for suggestions for Jack and Annies
return visit to a country theyve been to in the past.
We know that Ms. Osborne is looking for research-based information about culture to use in her new book.

Opening (continued)
Direct students attention to the learning targets. Read them aloud, pausing after each to ask for volunteers to put the
learning target into their own words.
* I can examine and analyze a model of a research-based informative letter.

* I can contribute ideas for the creation of an anchor chart about a quality research-based informative letter.
Work Time
A. Examining and Analyzing a Model for Writing ( 25 minutes)
Use thoughtful grouping. ELL

language.
Display and distribute the Performance Task Model: Writing about France.
Remind students that they learned about France and its culture in the End of Unit 2 Assessment. Ask them to follow along
as you read the Performance Task Model: Writing about France aloud.
Display the Examining a Model Letter: Group recording form.
Explain that students will work with their Research Group from Unit 2 to carefully examine and analyze the Performance
Task Model.
Orient them to the format of the Examining a Model Letter: Group recording form, focusing primarily on the right-side
column (What do we notice? What is the purpose of this part of the letter?).
Display the Work Time A Steps. Read each step aloud and clarify as necessary. Tell students the Work Time A Steps will
remain on display for them to reference if needed.
Stress the importance of group members working together, using the strong discussion skills they worked hard to develop in
Units 1 and 2.
Ask students to take a pencil and quietly move to meet their Research Groups in their designated areas.
Distribute one copy of the Examining a Model Letter: Group recording form to each Research Group. Tell students that they
will work with their groups to complete the Group recording form, but they should designate one member as a spokesperson
to share their groups thinking with the class.
Tell them they will have 20 minutes to complete this Group recording form and ask them to begin.
Circulate and assist as necessary.

Listening carefully to these discussions may serve as an informal formative assessment, providing useful information about
what students know and where they may need extra support in the lessons to come.
B. Analyzing the Model LetterConstructing Anchor Charts (20 minutes)
Collaboration supports students

engagement.
Refocus students attention whole class. Display

Analyzing the Model Letter Anchor Chart 1: Opening,
Analyzing the Model Letter Anchor Chart 2: Informative Body Paragraphs, and
Analyzing the Model Letter Anchor Chart 3: Closing.
Quickly remind students that during Work Time A, they were tasked with deconstructing the Performance Task Model to
determine what they noticed about each part of the letter and what the purpose was of each part of the letter.
Starting with Anchor Chart 1: Opening, call on the spokesperson from two or three Research Groups to share their groups
thinking.
Record what the spokespeople say on the Anchor Chart 1: Opening, asking clarifying and probing questions as necessary.
(Note: This series of anchor charts is formatted to prompt students thinking around an opening, body, and closing of a
letter. When constructing Anchor chart 1 with students, tell students that these various parts of a the letter are named the
opening.)
Follow this same process with Anchor Chart 2: Informative Body Paragraphs and Anchor Chart 3: Closing, helping students
to clarify and synthesize information before recording it on the anchor charts.
At the completion of this work, ask for volunteers to read the anchor charts aloud.
If time allows or if it seems necessary, ask brief probing questions to check for understanding of the purpose of the various
parts of the letter.
Redirect students attention to the learning targets and read them aloud again:
* I can examine and analyze a model of a research-based informative letter.

* I can contribute ideas for the creation of an anchor chart about a quality research-based informative letter.
Ask students to use Fist to Five to show their personal success with each target.

A. Debrief: Conventions of Letter Writing (5 minutes)

Display the Performance Task Model: Writing about France.
Tell students that you are now going to examine the model letter to look for specific conventions of letter writing.
Direct their attention to the posted Conventions of Letter Writing anchor chart. Ask for volunteers to read the five
parts of a letter (heading, greeting, body, closing, signature) and their descriptions aloud.
Point out where these parts are found in the model letter.
Briefly discuss how the relationship of the sender to the recipient will dictate the content of the body of the letter. For
example, a letter to a family member would look very different from a letter to a person theyve never met or dont know
well.
B. Introduce Homework (3 minutes)
Introduce the homework assignment; students will have two days to complete this homework.
Consider providing a written copy of

the homework assignment that lists
the topic ideas and makes clear the
time frame for the assignment.

Homework
Tell someone at home about the performance task. Describe the five main parts of a letter.
If students do not have a family member or

friend to write a letter to, they could write
to a former teacher or other personnel in
the school.
Practice using the five parts of a letter by writing to a family member or friend you have not seen in a while. Talk with
someone at home about where this person lives and what you might want to write about.
Work on your letter over the next two days.
Students can also use a letter generator ,

such as the one at readwritethink.org:
http://www.readwritethink.org/classroomresources/student-interactives/lettergenerator-30005.html
This interactive tool is easy to use and
takes students through the steps of writing
a five-part friendly letter.
Students who lack the ability or
responsibility for homework completion
will need to be provided time and/or
support in school in order to share a letter
in Lesson 3.

Performance Task Invitation

the present to a country theyve already visited. Before she begins writing, Ms. Osborne wants to be
sure there are plenty of interesting things about the culture of the country that she can include in her
new story.
House series to inform her about the culture of your country today. This will help her decide whether
she should write a new book on this country. Include information about two aspects of culture that
you discovered in your Exploring Countries text. Use accurate facts, definitions, and details from your
research to explain each. At the end of your letter, provide a brief description of how Mary Pope
Osborne might use the information you found in a new book on this country.
10
Performance Task Invitation: Key Phrases in Bold

the present to a country theyve already visited. Before she begins writing, Ms. Osborne wants
to be sure there are plenty of interesting things about the culture of the country that she can include in
her new story.
group about your assigned country, you will individually write a letter to the author of the Magic
Tree House series to inform her about the culture of your country today. This will help her
decide whether she should write a new book on this country. Include information about two aspects of
culture that you discovered in your Exploring Countries text. Use accurate facts, definitions, and
details from your research to explain each. At the end of your letter, provide a brief description of
how Mary Pope Osborne might use the information you found in a new book on this country.
What do we know?
We know that Mary Pope Osborne, the author of the Magic Tree House books, is planning to write
a new book.
We know that she wants to have Jack and Annie return to a country theyve been to before. This
country will be the setting.
We know that Ms. Osborne plans to have the story take place in the present, not in the past like all
of her other stories.
We know that shes reaching out to student writer-researchers such as yourself for suggestions for
Jack and Annies return visit to a country theyve been to in the past.
We know that Ms. Osborne is looking for research-based information to use in her new book.
We know that shes specifically looking for information about the culture of the country and the
people who live there to include within her storys plot.
11
Performance Task Model:

Writing about France
November 11, 2013
Dear Ms. Pope,
I was so excited to hear you were writing a new Magic Tree House book series that I wanted to write
you this letter. I think its a great idea for Jack and Annie to revisit some of the countries theyre
adventured to before, but in the present. I have just finished researching France and have learned a
lot about the people in France, how they live, and what they consider important. It was so interesting
to learn about the culture of this fascinating country. There are so many interesting things about the
culture of France that you could use in your new story.
One thing I discovered in my research was that food is a very important part of French culture. Did
you know that in France the biggest meal of the day is what we call lunch? Its true! In France, it is a
custom for families to all be together for this midday meal. The meal has different parts, but the main
part of the meal is called the entre. Something that is part of every meal in France is a special type of
bread called a baguette. Its a long, thin loaf of bread. This custom of having a baguette with every
meal is so important that there are 35,000 bakeries in France! Ill bet your readers would love to find
out more about the eating customs of people living in France in your book.
Oh, Id also like to tell you about some of the special events that happen that are important to the
people of France. There is a very famous bicycle race that happens every year. This traditional bike
race is called the Tour de France. This race is so longover 2,200 milesthat it takes three weeks
from start to finish. The course takes the bicyclists all over Europe. I found out that the Tour de
France always ends in Paris, Frances most well-known city. Another special tradition in France is the
holiday called Mardi Gras. Everyone in France looks forward to Mardi Gras. People wear fancy
costumes, and there are parades in towns and cities. You might want to include traditions like the
Tour de France or Mardi Gras in your book.
As you can see from what Ive shared, France would be a perfect return destination for Jack and Annie
for one of your new Magic Tree House books. Annie would love being introduced to French food,
since she is always so willing to try new things. And can you imagine what Jack and Annie would say if
they were to see the Tour de France? Maybe they could even take part and ride in it. I hope you will
consider sending Jack and Annie back to France. Good luck with your decision!
Your devoted reader,
Sam Student
12
Examining a Model Letter:

Group Recording Form
Parts of the Letter
What do we notice? What is the

purpose of this part of the letter?
Nov. 11, 2013
Dear Ms. Pope,
I was so excited to hear you were writing a new Magic

Tree House book series that I wanted to write you this
letter. I think its a great idea for Jack and Annie to
revisit some of the countries theyre adventured to
before, but in the present. I have just finished
researching France and have learned a lot about the
people in France, how they live, and what they
consider important. It was so interesting to learn
about the culture of this fascinating country. There
are so many interesting things about the culture of
France that you could use in your new story.
One thing I discovered in my research was that food is
a very important part of French culture. Did you know
that in France the biggest meal of the day is what we
call lunch? Its true! In France, it is a custom for
families to all be together for this midday meal. The
meal has different parts but the main part of the meal
is called the entre. Something that is part of every
meal in France is a special type of bread called a
baguette. Its a long, thin loaf of bread. This custom of
having a baguette with every meal is so important that
there are 35,000 bakeries in France! Ill bet your
readers would love to find out more about the eating
customs of people living in France in your book.
13
Examining a Model Letter:

Group Recording Form
Parts of the Letter
What do we notice? What is the

purpose of this part of the letter?
Oh, Id also like to tell you about some of the special

events that happen that are important to the people of
France. There is a very famous bicycle race that
happens every year. This traditional bike race is called
the Tour de France. This race is so longover 2,200
milesthat it takes three weeks from start to finish.
The course takes the bicyclists all over Europe. I
found out that the Tour de France always ends in
Paris, Frances most well-known city. Another special
tradition in France is the holiday called Mardi Gras.
Everyone in France looks forward to Mardi Gras.
People wear fancy costumes, and there are parades in
towns and cities. You might want to include traditions
like the Tour de France or Mardi Gras in your book.
As you can see from what Ive shared, France would
be a perfect return destination for Jack and Annie for
one of your new Magic Tree House books. Annie
would love being introduced to French food, since she
is always so willing to try new things. And can you
imagine what Jack and Annie would say if they were
to see the Tour de France? Maybe they could even
take part and ride in it. I hope you will consider
sending Jack and Annie back to France. Good luck
with your decision!
Sam Student
14
Work Time A Steps

Read the model letter again with your group.
Take each part of the letter, one at a time, and carefully examine it by rereading it and then
discussing the answers to these questions:
1. What do we notice?
2. What is the purpose of this part of the letter?
Record the groups thinking on the Examining a Model Letter: Group recording form.
Select a spokesperson who will orally share the groups work if called on during our sharing as a
whole group. Give the spokesperson an opportunity to practice out loud with the group if time
allows.
15
Anchor Chart 1: Opening

Nov. 11, 2013
Dear Ms. Pope,
16
Anchor Chart 1: Opening

I was so excited to hear you were writing a new Magic Tree House book series that I
wanted to write you this letter. I think its a great idea for Jack and Annie to revisit
some of the countries theyre adventured to before, but in the present. I have just
finished researching France and have learned a lot about the people in France, how
they live, and what they consider important. It was so interesting to learn about the
culture of this fascinating country. There are so many interesting things about the
17
Anchor Chart 2: Informative Body Paragraphs

One thing I discovered in my research was that food is a very important part of French
culture. Did you know that in France the biggest meal of the day is what we call lunch?
Its true! In France, it is a custom for families to all be together for this midday meal.
The meal has different parts but the main part of the meal is called the entre.
Something that is part of every meal in France is a special type of bread called a
baguette. Its a long, thin loaf of bread. This custom of having a baguette with every
meal is so important that there are 35,000 bakeries in France! Ill bet your readers
would love to find out more about the eating customs of people living in France in your
book.
18
Anchor Chart 2: Informative Body Paragraphs

Oh, Id also like to tell you about some of the special events that happen that are
important to the people of France. There is a very famous bicycle race that happens
every year. This traditional bike race is called the Tour de France. This race is so long
over 2,200 milesthat it takes three weeks from start to finish. The course takes the
bicyclists all over Europe. I found out that the Tour de France always ends in Paris,
Frances most well-known city. Another special tradition in France is the holiday called
Mardi Gras. Everyone in France looks forward to Mardi Gras. People wear fancy
costumes, and there are parades in towns and cities. You might want to include
traditions like the Tour de France or Mardi Gras in your book.
19
Anchor Chart 3: Closing

As you can see from what Ive shared, France would be a perfect return destination for
Jack and Annie for one of your new Magic Tree House books. Annie would love being
introduced to French food, since she is always so willing to try new things. And can you
imagine what Jack and Annie would say if they were to see the Tour de France? Maybe
they could even take part and ride in it. I hope you will consider sending Jack and
Annie back to France. Good luck with your decision!
Sam Student
20
Conventions of Letter Writing Anchor Chart
Letters have these basic parts: heading, greeting, body, closing, and
signature.
The heading includes the two-line address of the sender and the date. Sometimes only the date
appears in the heading.
The greeting is a salutation and usually starts with the word Dear followed by the name of the
letter recipient and then a comma.
The body is the heart of the letter. It is the main text of the letter and has all the information being
shared by the sender to the person he or she is writing to. The body can be one paragraph or
several. Each paragraph should be indented, or a blank line should be placed between paragraphs.
The closing is the way the letter is closed, or ended. It includes a short capitalized expression such
as Sincerely or Love and is followed by a comma. A blank line should come between the body
and the closing.
The signature is the senders name, and it comes directly below the closing.
Heading
Greeting
November 11, 2013

Dear Ms. Pope,
I was so excited to hear you were writing a new Magic Tree House book series that I wanted to write you this
letter. I think its a great idea for Jack and Annie to revisit some of the countries theyre adventured to before, but
in the present. I have just finished researching France and have learned a lot about the people in France, how they
live, and what they consider important. It was so interesting to learn about the culture of this fascinating country.
There are so many interesting things about the culture of France that you could use in your new story.
One thing I discovered in my research was that food is a very important part of French culture. Did you know that
in France the biggest meal of the day is what we call lunch? Its true! In France, it is a custom for families to all
be together for this midday meal. The meal has different parts, but the main part of the meal is called the entre.
Something that is part of every meal in France is a special type of bread called a baguette. Its a long, thin loaf of
bread. This custom of having a baguette with every meal is so important that there are 35,000 bakeries in France!
Ill bet your readers would love to find out more about the eating customs of people living in France in your
book!
Body
Oh, Id also like to tell you about some of the special events that happen that are important to the people of
France. There is a very famous bicycle race that happens every year. This traditional bike race is called the Tour
de France. This race is so longover 2,200 milesthat it takes three weeks from start to finish. The course takes
the bicyclists all over Europe. I found out that the Tour de France always ends in Paris, Frances most well-known
city. Another special tradition in France is the holiday called Mardi Gras. Everyone in France looks forward to
Mardi Gras. People wear fancy costumes, and there are parades in towns and cities. You might want to include
traditions like the Tour de France or Mardi Gras in your book.
As you can see from what Ive shared, France would be a perfect return destination for Jack and Annie for one of
your new Magic Tree House books. Annie would love being introduced to French food, since she is always so
willing to try new things. And can you imagine what Jack and Annie would say if they were to see the Tour de
France? Maybe they could even take part and ride in it. I hope you will consider sending Jack and Annie back to
France. Good luck with your decision!
Closing

Sam Student
Signature
21
Letter Writing Template
22

Writing the Letters Opening: Connecting to Mary
Pope Osborne

Connecting to Mary Pope Osborne

I can compare how people use language when they write versus when they talk. (L.3.3b)
Ongoing Assessment
I can practice for the performance task by writing about Japan (with support).
Partner drafts of opening paragraph
I can plan and draft my writing for my opening paragraph using the model provided.
I can identify criteria for completing a research-based informative letter.

Agenda
Teaching Notes
1. Opening
In this lesson, students begin to draft their practice letter using information from the country of Japan.
This lesson specifically focuses on drafting an opening paragraph about Japan. Future lessons will
follow a similar pattern: a mini lesson on crafting one of the paragraphs, work time to do draft writing,
and continued construction of a criteria list for the performance task letter.
A. Engaging the Writer: Unpacking the Learning

Targets and Rereading the Model Letter (5 minutes)
2. Work Time
A. Analyzing the Letters Opening Paragraph (15
minutes)
B. Partner Practice: Drafting the Letters Opening
C. Begin to Develop Criteria for the Quality ResearchBased Letter (5 minutes)
A. Pair and Share (5 minutes)
4. Homework
A. Continue writing your letter to a family member or
friend using the five-part letter format.
In this lesson, students begin their guided practice, working together to write a letter about Japan.
Students will have the support of a peer in drafting the paragraph. Although students examine the
Performance Task Model (about France), the actual writing that students do in this lesson is about
Japan. Writing in front of students (in addition to showing them a completed model) helps students to
see and hear the thinking of the writing as they are going through the process. Consider including a live
demonstration of writing the opening paragraph about Japan based on class needs. If a demonstration
is necessary, adjust the time for Work Time B as needed.
Consider students abilities when forming partnerships. As students are working, check in with
partnerships to ensure they are on track and supported.
In this lesson the class begins to build a Criteria for a Quality Research-Based Letter anchor chart.
Students will continue to add to this chart over the next several lessons.
In advance:
Establish writing partnerships.
Prepare an anchor chart that looks exactly like the France Model: Opening Paragraph recording form
but without the lines for the writing partners names.
Preview the Criteria for a Quality Research-Based Letter anchor chart (see supporting materials).
Post the learning targets.

Lesson Vocabulary
Materials
criteria, opening, research-based
Performance Task Invitation (from Lesson 1; one to display)

Document camera
Performance Task Model: Writing about France (from Lesson 1; one per student)
France Model: Opening Paragraph recording form (one per pair and one to display)
Analyzing the Model Letter anchor chart 1: Opening (from Lesson 1)
France Model: Opening Paragraph recording form (answers, for teacher reference)
Structure of the Opening Paragraph (for teacher reference)
Colored pencils (three different colors; for teacher use)
Dragon of the Red Dawn (book; one to display)
Exploring Countries: Japan (book; one to display)
Criteria for a Quality Research-Based Letter anchor chart (new; co-created with students during Work Time C; see sample in

Opening
A. Engaging the Writer: Unpacking the Learning Targets and Rereading the Model Letter (5 minutes)

symbols to assist ELLs in making
connections with vocabulary.
Let students know they will be working with a writing partner for the remainder of Unit 3 by saying something like:
* Starting today and through the remainder of most of Unit 3, you will work with a writing partner. As you continue
writing, you will see how beneficial it is to have a partner to share ideas with, to write with, and to give you feedback on
your writing.
Announce writing partnerships.
Clarify vocabulary with ELLs. They

can record new terms in personal
dictionaries or vocabulary logs.
Display the Performance Task Invitation again using a document camera and read it aloud. Remind students that
they will write a research-based letter to author Mary Pope Osborne. This means that their writing will contain information
that comes from the research they did in Unit 2. Tell them this is a new challenge for them as writers, and you are confident
they will be successful at it.
Say something like: Yesterday you were shown a model letter about France. This letter met all the requirements outlined in
the Performance Task Invitation.
Ask students to take a pencil and their copy of the Performance Task Model: Writing about France and quietly move
to sit with their writing partner.
Instruct partnerships to reread the Performance Task Model: Writing about France.
After students have reread the model letter, say something like: For all of you to be successful with the performance task,
you will need to practice. You are going to practice by writing about Japan. Remember back in Unit 1, we read, wrote, and
worked together to learn about the culture of the amazing country of Japan.
Direct students attention to the first two learning targets and read them aloud:
* I can practice for the performance task by writing about Japan (with support).
* I can plan and draft my writing for my opening paragraph using the model provided.
Clarify as needed.

Work Time
A. Analyzing the Letters Opening Paragraph (15 minutes)
Careful pairing of students is

necessary for the writing
partnerships. In Work Time B,
when partnerships are drafting their
practice opening paragraphs,
students paired each need to have
the ability to contribute.
Distribute one copy of the France Model: Opening Paragraph recording form to each partnership and display a
copy.
Tell that students will work with their writing partner to carefully examine and analyze the opening paragraph of the France
model letter.
Partners should ask themselves: What do we notice? and How is the paragraph structured? They should then record
their thinking on the lines provided on the recording form.
Give pairs 7 minutes to complete this task.
Circulate and support as necessary. Part of the intent with this step is to give the newly established writing partnerships a
quick and relatively easy task to complete together. It also provides an opportunity once again for students to be in
conversation with peers.
Use thoughtful grouping: ELL

language.
Refocus students whole group. Ask for volunteers to share observations about the opening paragraph with the class.
Remind them of the work they did in Lesson 1 with the Analyzing the Model Letter anchor chart 1: Opening. Tell
them that they are going to go into more detail now. As students share, record their responses on the anchor chart. Refer to
the France Model: Opening Paragraph recording form (answers, for teacher reference) for possible responses.
Add students responses to the anchor chart.
Congratulate students on their keen observations of the opening paragraph.
Invite students to return to their seats. Display the Performance Task Model: Writing about France. (See the Structure of
the Opening Paragraph, for teacher reference, to help you know the exact structure for a opening paragraph that will
be expected of students.
Using a colored pencil, underline the first sentence. Tell students that this first sentence introduces the reason for
writing. This sentence serves as the topic sentence for the opening paragraph.
Use a different color and underline the next three sentences.

Tell students that these sentences provide the background. These sentences also connect with the Performance Task
Invitation. They serve as the detail sentences.
Use a third color and underline the last sentence. Tell students that this sentence clearly states the main idea of the letter:
There are so many interesting things about the culture of France that you could use in your new story. This sentence also
serves as the ending sentence.
B. Partner Practice: Drafting the Letters Opening Paragraph (30 minutes)
Hold up the two texts used in Unit 1: Dragon of the Red Dawn and Exploring Countries: Japan. Tell students its
time to write about Japan for a time.
Say something like:
* To support you in being successful with the module performance task, you will need to practice writing a research-based
letter. We just finished examining the writing and discovering what makes a solid opening paragraph. You are now going
to practice writing an opening paragraph using Japan as the country for Jack and Annies return destination.
Tell students they will draft an opening paragraph with their writing partner. Remind them that the France Model: Opening
Paragraph anchor chart is on display for them to reference as they work with their partner.
Guide them through the following process, taking more time where necessary given the needs of your specific students:
Suggest that they talk first and then write. To do this, they should talk about what they think they want to write.
Ask them to write down different ways to say their ideas. Tell them to get messy and write down lots of possible
sentences and variations of the opening paragraph.
Strong adjectives will help to make

the students paragraphs engaging.
Its possible they may overuse a
select few adjectivesgreat, super,
interesting. Consider spending a few
minutes building a list of potential
adjectives for them to use in their
letters. As they come upon
additional adjectives, they can be
shared with the class by adding
them to this list.
engagement.
Ask students to look over what they have and make decisions about which sentences they like best and which fit together
using the structure shared earlier: reason for writing, background, and main idea of letter.
Ask each partnership to write out a clean copy of their paragraph and be ready to share with the class. As a final step,
have the writing partners orally rehearse their paragraph.

C. Begin to Develop Criteria for the Quality Research-Based Letter (5 minutes)

Bring students back whole group. Display the Performance Task Model: Writing about France, but do not read it aloud.
Say something like: This is a strong example of a research-based letter. You have spent some time examining this model
letter in Lesson 1. Im sure you noticed many things about what the letter contained and how the model letter was
structured. And today you really dug in with the opening paragraph. In order for your letter to also be strong and clear, we
need to establish some criteria.
Direct students attention to the final learning target:
o
I can identify criteria for completing a research-based informative letter.
Underline the word criteria. Define criteria as qualities or characteristics. Deconstruct the remaining wording in the target.
Display the Criteria for a Quality Research-Based Letter anchor chart.
Say something like: We will be building this anchor chart as we work over the next few lessons. Based on the work weve
done so far, what criteria can we add to our anchor chart to get it started? Think of our work today with drafting opening
paragraphs. You can think of it like youre writing a recipe for our research-based letter. What would be included in this
recipe?
As ideas come forth, add them to the anchor chart. Refer to the Criteria for a Quality Research-Based Letter anchor
chart (for teacher reference) for possible responses. Be sure that following two criterion are discussed when coconstructing the anchor chart:
Includes a clear and inviting introduction that states the topic and purpose for writing
Remind students that you will add to this anchor chart throughout the unit.

A. Pair and Share (5 minutes)

Instruct partnerships to switch paragraphs with another partnership.
Consider using a sentence starter

for students to share feedback. A
possible starter could be, I really
like how you _________.
Have students read each others paragraphs using whisper voices.

Remind them of the first two criteria from the Criteria for a Quality Research-Based Letter anchor chart:
Invite partnerships to discuss what they think works well within the paragraph.
Direct partnerships to return the paragraphs and give the other partnership feedback by telling them what works well within
their paragraph.
Homework
Continue writing your letter to a family member or friend using the five-part letter format. Be prepared to share your letter
in class during the next lesson.
Students who lack the ability or

responsibility for homework
completion should be provided time
and/or support in school in order to
share a letter in Lesson 3.

France Model: Opening Paragraph Recording Form

Partner Names:
and
What do you notice about the opening paragraph?

you this letter. I think its a great idea for Jack and Annie to revisit some of the countries theyve
lot about the people in France, how they live, and what they consider important. It was so
interesting to learn about the culture of this fascinating country. There are so many interesting
things about the culture of France that you could use in your new story.
France Model: Opening Paragraph Recording Form

What do you notice about the opening paragraph?
lot about the people in France, how they live, and what they consider important. It was so
interesting to learn about the culture of this fascinating country. There are so many interesting
things about the culture of France that you could use in your new story.
It has five sentences.
It sounds like youre talking to Mary Pope Osborne.
It sounds like the writer is excited.
It clearly states why the letter is being written.
It mentions Jack and Annie.
It matches the Performance Task Invitation.
The sentences are long.
Several sentences contain adjectives.
It seems to have a topic sentence, detail sentences, and an ending sentence.
It doesnt tell any facts about the country yet.
Structure of the Opening Paragraph

lot about the people in France, how they live, and what they consider important. It was so interesting
to learn about the culture of this fascinating country. There are so many interesting things about the
Opening
paragraph:
main idea of
the letter
Introduction/
reason for writing:
I was so excited to hear you were writing a new Magic

Tree House book series that I wanted to write you this
letter.
Background
I think its a great idea for Jack and Annie to revisit some
of the countries theyve adventured to before, but in the
present. I have just finished researching France and have
learned a lot about the people in France, how they live,
and what they consider important. It was so interesting to
learn about the culture of this fascinating country.
Main idea
There are so many interesting things about the culture of

France that you could use in your new story!
Criteria for a Quality Research-Based Letter Anchor Chart

Has an opening paragraph that explains the reason for the letter
Sounds like its for Mary Pope Osborne

Reviewing the Research on Japan: Determining
Topics for the Informative Paragraphs

Reviewing the Research on Japan:
Determining Topics for the Informative Paragraphs

I can use conventions to send a clear message to my reader. (L.3.2)
Ongoing Assessment
I can capitalize appropriate words, such as names and titles.
Letters to a family member or friend
I can review information gathered from my research on Japan.
Topic Decision recording form
I can use the Topic Decision recording form to identify the topics of my two informative paragraphs for
my Japan practice letter.

Agenda
Teaching Notes
1. Opening
Students continue their guided writing experience about Japan, begun in Lesson 2. In this lesson,
specifically, students learn how to determine topics for body paragraphs so that they can apply this
learning in on-demand writing about their expert country during the Mid-Unit 3 Assessment (in Lesson
7).
A. Warming Up with Conventions (13 minutes)

2. Work Time
A. Reviewing the Japan Recording Forms (8 minutes)
B. Determining Topics for the Body Paragraphs: Using
the Topic Decision Recording Form (35 minutes)
A. Revisit the Learning Targets (2 minutes)
4. Homework
A. Complete the Using Capitalization Correctly
Homework form.
This lesson includes a think aloud in which you show students how to choose a topic to write about. A
sample think aloud has been provided for writing about kanji (from Japan). While conducting this
think-aloud, fill in the recording form (as students would) so students can see the authentic task in
progress.
This lesson begins with a warm-up about correct capitalization in writing. Students use the letter they
have crafted for homework to check for accuracy with capitalizing names and titles. A Summary of
Conventions for Third Grade has been included in the supporting materials for teacher reference.
Consider collecting students letters as a formative assessment.
Also see the module overview and the stand-alone document titled Foundational Reading and Language
Standards Resources Package for Grades 35. This resource package is designed to give teachers
resources and guidance for addressing the CCSS foundational reading and language ELA standards,
including the Show the Rule strategy for teaching language conventions. This would be a natural
extension of the mini-lesson in Opening A.
In Lesson 4, students will engage in partner work to draft the body paragraphs for their Japan practice
letter. In order to do that, they first need to make a decision about what topics they will write about in
their two body paragraphs. Students also need a structure for reviewing the many recording forms they
have completed on Japan. It is from these recording forms that they will choose their topics. In this
lesson, the Topic Decision recording form is introduced to provide a structure for the review of
information on the Japan recording forms.
Consider placing each students collection of recording forms in a folder created by folding a 12-by-18
piece of construction paper in half.

Agenda

In advance:
Create and post the Words We Capitalize in Writing anchor chart.
Gather students Exploring Culture (Customs) recording forms and Exploring Culture (Traditions)
recording forms from Unit 1, Lessons 10 and 11.
Review the Exploring Culture (Customs) recording form (answers, for teacher reference) and
Exploring Culture (Traditions) recording form (answers, for teacher reference).
Plan your think-aloud for Work Time B.
Lesson Vocabulary
Materials
research-based, topic, body paragraph,

decision, capitalization
Words We Capitalize in Writing anchor chart (new; teacher-created; see supporting materials)
Analyzing the Model Letter anchor chart 2: Informative Body Paragraphs (begun in Lesson 1)
Exploring Culture (Customs) recording form (from Unit 1, Lesson 10; one per student)
Exploring Culture (Customs) recording form (answers from Unit 1, Lesson 10; for teacher reference)
Exploring Culture (Traditions) recording form (from Unit 1, Lesson 11; one per student)
Exploring Culture (Traditions) recording form (answers from Unit 1, Lesson 11; for teacher reference)
Performance Task Model: Writing about France (from Lesson 1; one to display)
Document camera
Topic Decision recording form (one per student and one to display)
Exploring Countries: Japan (book; distributed in Unit 2; one per student)
Summary of Conventions for Third Grade (for teacher reference)
Using Capitalization Correctly Homework form (one per student)

Opening
A. Warming Up with Conventions (13 minutes)

Instruct students to have their letters to a family member or friend in hand. This homework was assigned in Lesson 1.
If a student does not have his/her

homework letter, pair the student
with a peer who has completed the
work. Ensure that the student
completes the work at another point
in the day.
Direct students attention to the learning targets and read the first one aloud:
* I can capitalize appropriate words, such as names and titles.

Tell students that today they are going to do some writing. To warm up for writing, they will practice some editing. Ask:
* Think back to Module 1. What do you remember about editing writing?

Inform students that they are going to look at the letter they wrote for homework and make sure they have capital letters in
the correct places.
Display the Words We Capitalize in Writing anchor chart. Review the chart with students, discussing the various
rules for correct capitalization.
Then, say something like: There are several rules we need to remember as writers for when to capitalize words. Lets
practice some together. I will give you a sample that has a capitalization mistake in it. If you see the mistake, put a silent
thumb at your heart.
Provide a couple of example sentences with incorrect capitalization for the class to correct together. Try to provide examples
that target each of the capitalization rules.
* What mistakes do you see, and how would you correct them?
Call on volunteers to share how to correct the mistakes.
Invite students to read their letters aloud to themselves and look for incorrect capitalization.
Allow time for students to correct their mistakes. If time permits, have them share their self-corrections with a peer.

Opening (continued)

Ask students to move to sit with their writing partners.

the target.
Direct students attention to the remaining learning targets. Read one target aloud at a time, pausing after each to let
partners discuss what they think each target means.
Cold call students to share out. Clarify as necessary.
Work Time
A. Reviewing the Japan Recording Forms (8 minutes)

Display the Analyzing the Model Letter anchor chart 2 from Lesson 1.
Remind students that they are working on writing letters to Mary Pope Osborne. In the previous lesson, they wrote the
opening to their letter with their writing partner. In this lesson, they will turn their focus to the two body paragraphs that
contain research and reasons as to why Mary Pope Osborne should write another story about Japan.
Encourage students to think back on all the work they did learning about Japan in Unit 1. Ask:
* Where might you look for information about Japans culture in the present day?
Ask for volunteers to share out. Listen for them to say they need to look back at their Japan recording forms from their
Exploring Countries: Japan text.
Ask students to locate their Exploring Culture (Customs) and Exploring Culture (Traditions) recording forms
about Japan.
Tell them they will now review these recording forms with their writing partner.
Allow partners about 8 minutes to review the two recording forms.

B. Determining Topics for the Body Paragraphs: Using the Topic Decision Recording Form (35 minutes)
Refocus students whole group. Display the Performance Task Model: Writing about France via a document
camera.
Point to the two informative paragraphs as you say to students: You all need a way to decide what to write about in the two
informative body paragraphs for your letter. You worked so hard in Unit 1 reading, researching, and recording information
about Japans culture. As you worked, you recorded information on the Exploring Culture (Customs) recording form and
Exploring Culture (Traditions) recording form. You just spent time refamiliarizing yourself with these recording forms. Now,
you will need to select two topics that relate to Japanese culture, one for each body paragraph in your letter.
Distribute the Topic Decision recording form and make sure students have their Exploring Countries: Japan text.
Display a copy of the recording form on the document camera.
Review the steps listed at the top of the recording form:
Look over the selected recording forms from Unit 1.
Look for topics you think would be interesting for Mary Pope Osborne to use in her new story.
Go back into the text and reread. This will help you make your decision.
If you feel that a topic might work, list it in the left-side column.
Make a decision about which two topics will be used in the Japan letter.
Explain that there are two questions students should keep in mind when choosing their topics:
* Will this culture topic be interesting enough to include in a Magic Tree House story set in present-day Japan?
* Do I understand the topic deeply enough to be able to write about it?
Go on to explain that the more deeply they understand a particular aspect of culture, the easier it will be to write the
paragraph, so they should choose topics they feel comfortable explaining.
Direct students attention to the projected Topic Decision recording form.
Use a think-aloud to model choosing an aspect of Japanese culture to write about and completing the Topic Decision
recording form. Using a think-aloud approach will allow you to stop and answers students questions as they come up during
the process.

Your think-aloud might sound like this (adapt to suit your personal style):

engagement.
I sure have a lot of information about the culture of Japan on my recording forms! Ive looked over my Exploring Culture
(Customs) recording form. On this recording form, I made a note about writing in kanji. I see there is information on
page 17 of Exploring Countries: Japan about this topic. I think I will go back to the text and see what it says about kanji.
(Open to page 17 and pause for a few moments as if reading.) It says that kanji writing is made of characters that are part
of the Japanese language. There are thousands of these characters, but 2,000 are used in everyday life. It is a custom in
Japan for schoolchildren to learn kanji characters. By the end of middle school, they have been taught a total of 2,000
characters!
That is all very interesting, and I think it would work well in a Magic Tree House story set in present-day Japan. Im going
to add kanji to my Topic Decision recording form.
Record the topic on the Topic Decision recording form.
Direct writing partners to review the sequence of steps listed at the top of the Topic Decision recording form.
Then, ask partners to discuss the process they will follow for deciding whether to record a topic.
Tell students they have 15 minutes to work together to add topics to their Topic Decision recording forms. Both students
should record their ideas on their own recording forms.
Invite students to decide which topics they will write about by placing a check mark in that row on the far right side of their
recording form.

A. Revisit the Learning Targets (2 minutes)

Refocus students whole group. Direct students attention to the learning targets.
Read each target aloud, pausing after each to ask students to use Fist to Five to identify their perceived level of success with
the specific target.
If time allows, ask for volunteers to share the choices they made for their body paragraphs.
Distribute and preview the Using Capitalization Correctly Homework form.
Homework
Complete the Using Capitalization Correctly Homework form.

Words We Capitalize in Writing Anchor Chart

1. Capitalize the first word in a sentence and the pronoun I.
Examples: The dog is brown.
My mom was a teacher.
Do you think I can go too?
2. Capitalize dates and names of people.

Examples: The first month of the year is January.
I love Saturdays!
Sally is a girl in our class.
The author of our book is Mary Pope Osborne.
3. Capitalize holidays, product names, and geographic names.
Examples: In November, we celebrate Thanksgiving.
One type of car is a Ford.
The country we are writing about is Japan.
4. Capitalize appropriate words in titles.

Examples: The Magic Tree House is a book series.
Words We Capitalize in Writing
Topic Decision Recording Form

Name:
Date:
Directions:
1. Look over the selected recording forms from Unit 1.
2. Look for topics you think would be interesting for Mary Pope Osborne to use in her new story.
3. Go back into the text and reread. This will help you make your decision.
4. If you feel that a topic might work, list it in the left-side column and note the page number(s) in the
middle column.
5. Review what youve recorded and make a decision about which two topics will be used in the Japan
letter.
Ideas for Informative Paragraph Topic
Page
My Topic
Number(s) Choices
1.
2.
3.
4.
Topic Decision Recording Form

Place a or an X to indicate which two topics you have chosen for your informative
paragraphs.
I am selecting these topics for my informative paragraphs because:
Summary of Conventions for Third Grade

Grade Introduced
Capitalization
Capitalize the first word in a sentence and the pronoun I.
Capitalize dates and names of people.
Capitalize holidays, product names, and geographic names.
Capitalize appropriate words in titles.
Grade Introduced
Punctuation
Recognize and name end punctuation.
Use end punctuation for sentences.
Use commas in greetings and closings of letters.
Use an apostrophe to form contractions and frequently occurring

possessives.
Use commas in addresses.
Use commas and quotation marks in dialogue.
Form and use possessives.
By grade 3,
students should
Spelling
Use conventional spelling for high-frequency and other studied words and for adding suffixes to base
words (e.g., sitting, smiled, cries, happiness).
Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable
patterns, ending rules, meaningful word parts) in writing words.
Consult reference materials, including beginning dictionaries, as needed to check and correct
spellings.
Using Capitalization Correctly Homework

Name:
Date:
Directions: Fix the capitalization mistakes in the writing below. Rewrite the sentence correctly on
the line.
Remember the rules for capitalization:
1. Mary pope osborne is the author of the Magic tree House series.
_______________________________________________________________
2. Winter is a season that usually starts in december.

________________________________________________________________
3. We have studied the countries of japan, Iraq, india, and italy.
________________________________________________________________
4. The title of our chart in class was: words we capitalize in Writing.
________________________________________________________________
Using Capitalization Correctly Homework

Directions: Fix the capitalization mistakes in the writing below. Rewrite the sentence correctly on
the line.
Remember the rules for capitalization:
1. Mary pope osborne is the author of the Magic tree House series.
Mary Pope Osborne is the author of the Magic Tree House series.
2. Winter is a season that usually starts in december.

Winter is a season that usually starts in December.
3. We have studied the countries of japan, Iraq, india, and italy.

We have studied the countries of Japan, Iraq, India, and Italy.
4. The title of our chart in class was: words we capitalize in Writing.

The title of our chart in class was: Words We Capitalize in Writing.

Writing the Informative Paragraphs: Incorporating
Research into Our Writing

Writing the Informative Paragraphs:
Incorporating Research into Our Writing

I can write an informative/explanatory text. (W.3.2)
I can group supporting facts together about a topic in an informative/explanatory text using both text and illustrations. (W.3.2a)
Ongoing Assessment
France Model: Informative Paragraphs recording form
I can plan my writing for my informative paragraphs by completing a Paragraph Writing graphic
organizer.
Students informative draft paragraphs
I can identify additional criteria for a strong research-based letter.

Agenda
Teaching Notes
1. Opening
As in previous lessons, students first look at the model letter about France and then apply their learning
during guided practice writing about Japan. Lessons 4 and 5 provide time for students to draft the body
paragraphs for the Japan letter. This lesson provides heavier scaffolding in preparing to write, and
Lesson 5 provides more time for students to work independently on drafting. Work that is not
completed in Lesson 4 can continue into Lesson 5.
A. Engaging the Writer: Unpacking the Learning

Targets (5 minutes)
2. Work Time
A. Examining the Informative Paragraphs (15 minutes)
B. Mini Lesson: Crafting an Informative Paragraph
Using Modeling and Think-aloud (20 minutes)
C. Independent Practice: Planning and Drafting an
Informative Paragraph Using the Paragraph Writing
Graphic Organizer (10 minutes)
A. Criteria for a Quality Research-Based Letter:
Expanding the Criteria List (10 minutes)
4. Homework
A. Begin reading your independent reading book for
this module. Choose a text from the Recommended
Texts list.
In Work Time B, a think-aloud is meant to model an authentic writing experience: you truly craft a
paragraph about kanji (from Japan), in real time, in front of students. When creating the think aloud
paragraph, be sure to include places which can be revised in the second half of the unit for adjectives
and simple and compound sentences. There is a sample paragraph included in this lessons supporting
materials for your reference. Note, however that you will create a similar paragraph live, rather than
just handing out this completed paragraph.
The paragraph that you write should be typed and distributed in either Lesson 5 or 6, since students will
need a copy of the paragraph that you write paragraph in Lesson 6. Since students are working on
drafting the informative body paragraphs, this would be an optimal time to also introduce the Show the
Rule strategy so that students may incorporate the rule into their writing.
Homework for this lesson involves independent reading. See the Unit 3 overview for details; be sure that
independent reading is launched before this lesson.
Note the anchor chart Criteria for Quality Research-Based Letter is updated and added to in this lesson.
Be sure students have access to the most current anchor chart and that is contains all the necessary
components.
In advance:
Prepare the think-aloud for Work Time B. Consider using the Think-aloud for Work Time B provided
in the supporting materials.
Post: Learning targets, the Criteria for a Quality Research-Based Letter anchor chart.

Lesson Vocabulary
Materials
informative, criteria
Performance Task Model: Writing about France (from Lesson 1)

Analyzing the Anchor chart 2: Informative Body Paragraphs (begun in Lesson 1)
Topic Decision recording form (from Lesson 3; one per student)
Paragraph Writing graphic organizer (one per student and one to display)
Kanji paragraph
Paragraph Writing graphic organizer (kanji paragraph, for teacher reference)
Think-aloud for Work Time B (for teacher reference)
Criteria for a Quality Research-Based Letter anchor chart (begun in Lesson 2)
Criteria for a Quality Research-Based Letter anchor chart (for teacher reference)
Books for independent reading (see Unit 3 overview and Unit 3 Recommended Texts lists)
Opening
A. Engaging the Writer: Unpacking the Learning Targets (5 minutes)
Consider having a visual of the

writing process posted for students
to refer to.
Direct students attention to the learning targets and read the first two aloud:
* I can plan my writing for my informative paragraphs by completing a Paragraph Writing graphic organizer.
Ask:
* Based on these targets, what will you be working on today as writers? What is new about todays learning?
Remind them that in their journeys as letter writers, they have looked at a model letter about France to help them picture
what their final product will look like. They also used the letter to think about how to craft an engaging opening (in Lesson
2).
Yesterday, they made decisions about what they wanted to write about for the body of the letter. Today, they will look again
at the France letter to see how to draft the informative paragraphs that make up the body of the letter.

Work Time
A. Examining the Informative Paragraphs (15 minutes)
Strategic partnerships will support

ELLs. Students may respond in
Ask students to locate their Performance Task Model: Writing about France.
Direct students attention to the Analyzing the Anchor chart 2: Informative Body Paragraphs . Remind students
that in Lesson 1, they looked at the model letter of France and thinking about each part of the letter. Today they will be
focusing on the informative body paragraphs.
Invite students to read along silently in their heads as you read the actual paragraph from the France letter, and students
responses on Anchor Chart 2 from Lesson 1.
After reading, inform students that you want to be sure they noticed everything they should to help them with their writing.
Pose the following questions to students. Tell students that you will ask a question, allow them time to discuss with a
partner, and then you will cold call for responses:
* What do we notice about the paragraphs?
Reading aloud the model letter will

support struggling readers so they
can focus on the writing structure.
After recording student ideas, ask
the class to reread what was
recorded aloud with you. This will
support students in knowing what
was written so all of them can access
it later.
* What do we notice about the sentences?

* What do we notice about the words in the paragraph?
* What do we notice about the capitalization, spelling, and punctuation?
As students share, record new responses on Anchor Chart 2: Informative Body Paragraphs. Be sure answers include:
The paragraphs have many sentences (9 or 10 sentences).
Each paragraph has a topic sentence, detail sentences, and an ending sentence.
Each paragraph has a topic.
There are several details in each paragraph.
The detail sentences contain accurate facts from research.
A lot of adjectives are used.
There is sentence varietythey dont all start the same or sound the same.
The sentences all make sense.

There is good control of spelling, capitalization, and punctuation.

Sometimes the sentences end with exclamation points or question marks.
Congratulate students on their keen observations. Leave this anchor chart on display for the remainder of the lesson.
B. Mini Lesson: Crafting an Informative Paragraph Using Modeling and Think-aloud (20 minutes)
Remind students that in the previous lesson, they reviewed information from their Exploring Culture (Customs) and
Exploring Culture (Traditions) recording forms. Then, using those recording forms, they chose two topics for their
informative paragraphs.
Incorporate frequent turn and talks

to increase student engagement
during modeling.
Use a think-aloud to model how to take a topic listed on the Topic Decision recording form and prepare to write about
it using the Paragraph Writing graphic organizer.
Display the Paragraph Writing graphic organizer. Students need to be able to see it during the think-aloud.
Remind students that when they examined the informative paragraphs in the France model letter, they noticed that each
followed the standard paragraph format: topic sentence, detail sentences, ending sentence. The Paragraph Writing graphic
organizer will guide them through this format in the drafting of their own paragraphs.
Conduct the think-aloud by modeling how to craft the kanji paragraph using the Paragraph Writing graphic
organizer (answers, for teacher reference). Consider using the Think-aloud for Work Time B as a guide (see the
Review by thinking aloud about what is recorded on the organizer.
After the paragraph is complete, read the finished paragraph aloud to the class. Ask the class to whisper-read it with you.

C. Independent Practice: Planning and Drafting an Informative Paragraphs Using the Paragraph Writing
Pull an invitational group for

students who need additional
support in organizing ideas to write.
* What steps did you notice me taking during the mini lesson?
Invite volunteers to share out. Ensure that students understand how to expand their topic into a paragraph, using the proper
paragraph format.
Ask them to take their materials and return to their seats.
Give students 10 minutes to use one of their topic choices from the Topic Decision recording form and complete the
Paragraph Writing graphic organizer.
As they finish, let them know that they should start drafting their paragraph. Tell them they will have time to continue
writing their drafts in the next lesson.
Circulate and assist as necessary.

A. Criteria for a Quality Research-Based Letter: Expanding the Criteria List (10 minutes)
Display the Criteria for a Quality Research-Based Letter anchor chart from Lesson 2.
Review with students what the criteria list contains so far.
Direct students attention to the final learning target and ask for a volunteer to read it aloud:
* I can identify additional criteria for a strong research-based letter.

Underline the word criteria. Remind students that criteria are qualities or characteristics.
Continue by saying something like:
* We started this anchor chart in Lesson 2. Think of our work today with the informative paragraphs. Based on the work
weve done so far, what criteria can we add to our anchor chart?
Cold call students to share out. Refer the Criteria for a Quality Research-Based Letter anchor chart (for teacher
reference) for additional criteria that should be highlighted during this discussion.
As ideas come forth, add them to the Criteria for a Quality Research-Based Letter anchor chart.
Remind students that they will continue to add to this criteria list throughout the unit.
Either during the lesson or at some other point in the school day, be sure students have books for independent reading.
Homework
Begin reading your independent reading book for this unit.


Name:
Date:
Topic:
Detail:
Explain:
Detail:
Explain:
Conclusion:
Paragraph Writing Graphic Organizer

(Kanji Paragraph, for Teacher Reference)
Topic:
kanji
Detail:
part of the Japanese language
Explain:
characters that represent words or part of a word
thousands of kanji characters
2,000 are part of peoples everyday speaking
Detail:
learned in school
Explain:
1,000 characters taught to students in grade school
1,000 more learned by the end of middle school
Conclusion:
important custom in Japan
Think-aloud for Work Time B

Teacher Directions: Adapt this think aloud to suit your own personality and style.
I really like the idea of having one of my informative paragraphs be about kanji writing. I think this
topic would work well in a new Magic Tree House story set in present-day Japan. On my Topic
Decision recording form, I wrote down page 17. I am going to read that page again.
(Open to page 17 and pause for a few moments as if reading.)
On the France Model: Informative Paragraphs anchor chart, we wrote that each of these
informative paragraphs must follow the proper format for a paragraph. Ive got my Paragraph
Writing graphic organizer. Ive used this organizer several times this year. Im going to write kanji
on the topic box at the top.
(Write on the anchor chart.)
In the text it says kanji characters are part of the Japanese languagethat 2,000 of the kanji
characters are part of daily use. That makes using kanji a custom. Im going to write part of
Japanese language in my first detail box.
(Write on the anchor chart.)
In the explanation box for that detail, Im going to write how kanji are characters that represent a
word or part of a word; that there are thousands of kanji characters; and that 2,000 characters are
used in daily language.
(Record all three ideas.)
For my second detail, Im going to write how Japanese students learn to write kanji characters in
school.
(Record that detail.)
In the explanation box for that detail, Im going to include how schoolchildren learn 1,000 kanji in
grade school
(Record.)
Think-aloud for Work Time B

and 1,000 more by the end of middle school.
(Record.)
To conclude my paragraph, Im going to make the point of noting that writing and using kanji is an
important custom in Japan.
(Record.)
Criteria for a Quality Research-Based Letter Anchor Chart

Has an opening paragraph that explains the reason for the letter
Includes a clear and inviting introduction that states the topic and purpose for
writing
Sounds like its for Mary Pope Osborne
There are two paragraphs with information. Each paragraph has a topic. There are lots of specific
details in each paragraph.
Includes two informative paragraphs: one detailed paragraph about each aspect of
culture chosen
Each paragraph has a topic sentence, followed by detail sentences, followed by an ending sentence.
Has body paragraphs that each contain a clear topic sentence, supporting details,
and a concluding statement
The information in the paragraphs is accurate and has been gathered from research.
Uses accurate facts, definitions, and details from the research to explain each aspect
of culture
Kanji Informative Paragraph

Kanji is a part of Japans culture in the past and in the present. Kanji is a written part of
the Japanese culture. It is made up of characters, which are symbols, and the
characters represent whole words or just parts of a word. Japanese children first learn
to write Kanji in school. They learn 1,000 in grade school, and that increases to 2,000
when they leave middle school. Kanji is an important custom in Japan that was used in
the past and is used in the present.

Continuing Writing the Informative Paragraphs:


Ongoing Assessment
I can use descriptive words in my writing to show details.
France Model: Informative Paragraphs recording form
Students informative draft paragraphs
I can draft my informative paragraphs using a Paragraph Writing graphic organizer.

I can give kind, helpful, and specific feedback to my writing partner.

Agenda
Teaching Notes
1. Opening
As noted in Lesson 4, Lessons 4 and 5 provide time for students to draft the body paragraphs for their
Japan letters. Lesson 4 offered a model and support in preparing to write, and this lesson provides more
time for students to work independently on drafting their pieces. Work that was not completed in
Lesson 4 is completed in this lesson and for homework.
A. Engaging the Writer: Words That Work: Descriptive

Words (10 minutes)
2. Work Time
A. Independent Practice: Planning and Drafting
Informative Paragraph 1 Using the Paragraph
Writing Graphic Organizer (15 minutes)
B. Peer Critique Protocol on Informative Paragraph 1
(10 minutes)
C. Independent Practice: Planning and Drafting
Informative Paragraph 2 Using the Paragraph
Writing Graphic Organizer (15 minutes)
A. Things I Need to Remember for Writing (5 minutes)
4. Homework
A. Complete any informative paragraphs not completed
today in class.
Students independent drafting time is broken up by receiving feedback of their paragraphs structure
from their writing partner. Students should use this feedback to revise their current writing and inform
the writing they do in Work Time C.
In Closing A, students are introduced to a new recording form: Things I Need to Remember for Writing.
They use this form as a personal log to record what they need to remember about the writing process
based on feedback they receive from peers or teachers. Since each log is dependent on the student, they
will vary from student to student. This form should be collected periodically to check for student
misconceptions. Specific lessons will direct teachers when to collect and review it.
In Lesson 6, students will need a copy of the kanji paragraph that you crafted live during Lesson 5.
Consider distributing a typed up version of your paragraph during this lesson.
In advance:
Prepare and post the Words That Work: Descriptive Words anchor chart, Criteria for a Quality
Research-Based Letter anchor chart, and Peer Critique Protocol anchor chart.

Lesson Vocabulary
Materials
descriptive, informative, critique,

protocol, criteria
Small white boards (one per pair of students)

White board markers and erasers (one each per student)
Words That Work: Descriptive Words anchor chart (new; teacher-created; see supporting materials)
Words That Work: Descriptive Words anchor chart (for teacher reference)
Paragraph Writing graphic organizer (from Lesson 4; two per student, one from Lesson 4 and one new blank copy per
student; one to display)
Topic Decision recording form (from Lesson 3)
Document camera
Equity sticks
Peer Critique Protocol anchor chart (new; teacher-created; see supporting materials)
Things I Need to Remember for Writing recording form (one per student and one to display)

Opening
A. Engaging the Writer: Words That Work: Descriptive Words (10 minutes)
Post visuals to accompany the

words presented to assist students
in understanding the meaning of the
words.
Gather students in a circle, asking them to sit next to their writing partner.
Distribute the small white boards, white board markers, and erasers.
Display the Words That Work: Descriptive Words anchor chart.
Allow students to use a thesaurus to

find synonyms for words.
Direct students attention to the learning targets and read the first one aloud:
* I can use descriptive words in my writing to show details.

Tell students that this activity will help them think more about descriptive words. Explain that the more they practice with
these words, the easier it will be to use them in their writing, including their informative paragraphs. This will help make
their writing to Mary Pope Osborne more engaging and interesting for her to read.
Refer to Words That Work: Descriptive Words anchor chart (for teacher reference) as you guide students
through the activity.
Give directions:
1. I will announce a word, along with its definition.
2. Think with your partner about a more descriptive word that could replace the one I announced.
3. Write that word on your white board.
4. Hold up your white board when I ask you to do so. I will then write several of the strongest words on the Words That
Work: Descriptive Words anchor chart and explain why theyre the strongest.
5. Erase your white board, and well repeat the process.
After 8 minutes, collect students white boards, markers, and erasers.
Celebrate the work they did in thinking of more descriptive words. Explain that later in the lesson, they are going to think
about their own writing about Japan and how they can bring the ideas more to life using some of the words the class
collected today.
Keep the Words That Work: Descriptive Words anchor chart posted for student reference.

Opening (continued)

Direct students attention to the learning targets and read the second and third targets aloud:

targets, highlight or underline key
words that help students
understand what they need to know
and be able to do by the completion
of the lesson.
* I can draft my informative paragraphs using a Paragraph Writing graphic organizer.
Ask students to give a thumbs-up, -sideways, or -down to show whether they think they are on track for each of these targets.
Ask for volunteers to share why they self-assessed as they did.

Work Time
A. Independent Practice: Planning and Drafting Informative Paragraph 1 Using the Paragraph Writing
Remind students of the work they did in Lesson 4: preparing to write the informative paragraphs for the body of the letter.
Pull invitational writing groups for

students who need additional
writing support.
Display the Paragraph Writing graphic organizer and Topic Decision recording form one at a time, using a
document camera. Have students reorient themselves to these forms.
* How did you use the Paragraph Writing graphic organizer and Topic Decision recording form in the previous lesson to
organize your writing?
Use equity sticks to cold call a few students to share with the class.
Reinforce that in the last lesson, students examined the informative paragraphs from the France model letter and noticed
that each followed the standard paragraph format: topic sentence, detail sentences, ending sentence. The Paragraph Writing
graphic organizer follows this same format, so it makes it easy to plug their ideas into this organizer.
Refer students to the Criteria for a Quality Research-Based Letter anchor chart, which is posted to support them in
thinking about what their finished letter will need to contain.
Tell students they will pick up where they left off in the previous lesson: filling out their Paragraph Writing graphic organizer
or drafting their first body paragraph.
Ask students to return to their seats. Distribute a new copy of the Paragraph Writing graphic organizer.
Invite them to take out their Paragraph Writing graphic organizer and Topic Decision recording form.
Give them 10 minutes to continue working.
During independent work time, consider calling invitational writing groups that may need additional support with
organizing writing or drafting the paragraph.
If students finish their first informative paragraph before time is called, they may begin working on their second informative
paragraph.

B. Peer Critique Protocol on Informative Paragraph 1 (10 minutes)
To further support students, you

can add visual cues to your anchor
chart or provide copies of the chart
for certain students to use at their
desk.
Read the final learning target aloud:
* I can give kind, helpful, and specific feedback to my writing partner.

Tell students that they are going to listen to their writing partners read their informative paragraph drafts aloud. While they
are listening to their partner, they should prepare to give them feedback on this criterion:
The paragraph has a topic sentence, followed by detail sentences, followed by an ending sentence.
This means students will focus mainly on the organization of their partners paragraph. Remind them that for this feedback
to be helpful, they should focus only on this specific area. Other proofreading and editing will happen later.
Remind students about the steps of the critique protocol, which are identified on the Peer Critique Protocol anchor
chart. Review and clarify as necessary.
1. Author and Listener: Review area of critique focus from criteria list
2. Author: Reads his or her piece
3. Listener: Gives feedback based on criterion/criteria: I like how you ________. You might consider ____________.
4. Author: Records feedback directly on draft
5. Author: Says, Thank you for ________. My next step will be ____________.
6. Switch roles and repeat.
Address any clarifying questions.
Ask students to take their informative paragraph drafts and quietly move to sit with their writing partners.
Ask them to begin reading aloud and providing feedback.
Circulate to support students with the critique process, helping them to follow the protocol and focus their feedback using
the criterion given.
After 10 minutes, direct students to thank their writing partners and return to their seats to continue drafting Paragraphs 1
and 2.

C. Independent Practice: Planning and Drafting Informative Paragraph 2 Using the Paragraph Writing
Tell students that now that they have had the chance to receive some feedback from their writing partners, they will continue
drafting their informative paragraphs. Students should practice incorporating the feedback they just received into their
writing.
Ask them if they have any questions about their tasks.
Give students 15 minutes to continue completing the paragraph organizer and drafting the second informative paragraph.
During independent work time, consider calling invitational writing groups for students who may need additional support
with organizing writing or drafting the paragraph.
A. Things I Need to Remember for Writing (5 minutes)
Provide a sentence starter for

students needing extra support. A
possible starter could be: I need to
remember to_________.
Distribute and display the Things I Need to Remember for Writing recording form.
Remind students that writing is a process and it is hard to remember everything. This form will be a tool to help them keep
track of what they need to remember to be stronger writers. They will add to this throughout the unit.
Quickly model for students how you might fill in the form.
Allow them time to fill in the recording form based on what they need to remember from their work today as writers.
Collect this form to gather data on how students are doing with crafting informative paragraphs.
Homework
Complete any informative paragraphs not completed today in class.
Send home a copy of the completed

kanji organizer and paragraph to
support families with the paragraph
expectations.

Words That Work: Descriptive Words Anchor Chart

Descriptive Word
Descriptive Word That Works Better
pretty
skinny
colorful
metal
hard
old
10
Words That Work: Descriptive Words Anchor Chart

Descriptive Word
(meaning can be substituted)
Descriptive Word That Works Better

(possible responses)
pretty
Meaning: pleasing to the eye
beautiful
lovely
gorgeous
skinny
Meaning: thin and small in stature
thin
lean
frail
colorful
Meaning: full of color
vibrant
painted
technicolor
metal
Meaning: made of a hard substance
usually from an inorganic material
copper
iron
metallic
hard
Meaning: not soft
firm
concrete
old
Meaning: not young
ancient
weathered
historic
11
Peer Critique Protocol Anchor Chart

Author and Listener: Review area of critique focus from criteria list
Author: Reads his or her piece
Listener: Gives feedback based on criterion/criteria: I like how you ________. You might
consider ____________.
Author: Records feedback directly on draft
Author: Says, Thank you for ________. My next step will be ____________.
Switch roles and repeat.
12
Things I Need to Remember for Writing Recording Form

Name:
Date:
There are many things writers need to remember to do before they are ready to present their
published writing piece. Use this form to keep track of your new learning about writing and to help
you remember important pieces from each lesson.
Note to students: You will use this recording form until the end of the unit.
Lesson
I need to remember
13

Writing the Letters Closing: Concluding Thoughts
for Mary Pope Osborne

Concluding Thoughts for Mary Pope Osborne

Ongoing Assessment
France Model: Closing Paragraph recording form
I can draft my closing paragraph by using the model provided.
Completed closing paragraph organizers
I can identify additional criteria for a strong research-based letter.
Partner drafts of closing paragraph

Agenda
Teaching Notes
1. Opening
This is the last lesson that prepares students to begin their writing for the performance task. In this
lesson, students compose their closing paragraphs for their Japan letter.
A. Peer Critique: Sharing Writing and Getting

Feedback (8 minutes)
2. Work Time
A. Analyzing the Closing Paragraph (10 minutes)
B. Independent Practice: Drafting the Closing
A. Refining the Criteria for a Quality Research-Based
Letter (4 minutes)
B. Peer Critique: Sharing Writing and Getting
Feedback (13 minutes)
4. Homework
A. Continue reading your independent reading book at
home.
Lesson 7 is the Mid-Unit 3 Assessment and students will refocus on the specific country they researched
in Unit 2: Italy, Iraq, or India. They will write a first draft of their letter to Mary Pope Osborne, following
the same steps and structure they used in their practice letter on Japan.
This lesson will refer to the anchor chart created in Lesson 1. Students will be looking at the model letter
of France to build an understanding of the closing of a letter. This will follow a structure similar to
Lesson 4.
In this lesson, students again receive feedback from their writing partner on their closing paragraph and
record their feedback on their Things I Need to Remember for Writing recording form.
If you have not done so in Lesson 5, you need to distribute a copy of the Kanji Informative Paragraph to
each student. See Lesson 4 supporting materials.
For Lesson 7, students will need Capturing Key Details recording forms from Unit 2, Lessons 1-5 and
Expert Research Matrix from Unit 2, Lessons 12-15. Consider devoting time somewhere in this day to
get materials ready for the following lesson.
In advance:
Display sentence starters for peer critique: I like how you______ and You might want to
try_____.

Lesson Vocabulary
Materials
peer critique, feedback, closing,

criteria, analyze
Things I Need to Remember for Writing recording form (from Lesson 5; one per student)
Informative paragraphs (from Lessons 4 and 5; students own)
Analyzing the Model Letter anchor chart 3: Closing (from Lesson 1)
Colored pencils (three different colors; for teacher use)
Structure of the Closing Paragraph anchor chart (one to display)
Kanji Informative Paragraph (typed up by teacher after think-aloud in Lesson 4; one per student)
Closing Paragraph graphic organizer (one per student)

Opening
A. Peer Critique: Sharing Writing and Getting Feedback (8 minutes)

Congratulate students on the really hard and important work theyve been doing to prepare themselves for the performance
task.
Consider providing struggling

writers with a recording form that
has the sentence starter filled in.
Remind them that in the previous two lessons, they spent time drafting informative paragraphs for their letter to Mary Pope
Osborne about Japan. In the last lesson, they received some feedback from their writing partner, and they will receive more
feedback today.
Return to students their Things I Need to Remember for Writing recording form that was collected at the
conclusion of Lesson 5.
Say something like: Writers do a lot of work to make their writing stronger. Every time writers get feedback from someone
who reads their writing, they use that feedback to improve their writing. We are going to use the Things I Need to Remember
for Writing recording form to keep track of all the feedback we receive from each other so we can become stronger writers.
Ask students to take their informative paragraphs and Things I Need to Remember for Writing recording form and
quietly move to sit with their writing partners.
As in the last lesson, tell students they will each read their paragraphs aloud to their partner. As their partner is reading, they
should be thinking about one thing they think their partner did well and one thing they think their partner could work on.
Display sentence starters for students to use: I like how you______ and You might want to try_____.
After receiving feedback, students should record their partners feedback on their Things I Need to Remember for Writing
recording form.
Refer students to the Criteria for a Quality Research-Based Letter anchor chart for ideas on possible feedback.
Ask students to begin.

Work Time
A. Analyzing the Closing Paragraph (10 minutes)
Support ELLs in understanding the

key academic vocabulary in the
targets by adding visuals or
providing synonyms.
Direct students attention to the learning targets and read the first two aloud:
I can draft my closing paragraph using the model provided.
Clarify as necessary and answer any questions students have about the targets.
Direct students attention to the Analyzing the Model Letter anchor chart 3: Closing. Remind students that in Lesson
1, they spent time looking at the model letter of France and thinking about each part of the letter. Today they will be focusing
on the closing.
Using different colors will highlight

important details in the writing for
students.
Invite students to read along silently in their heads as you read what was listed on the anchor chart in Lesson 1. When
reading the anchor chart, be sure to read the actual paragraph from the France letter and the previously recorded students
responses.
After reading, inform students that you want to be sure that they noticed everything they should to help them with their
writing.
Pose the following question to students:
* What else do you notice about this paragraph? How is it structured?

As students share, record new responses on Anchor Chart 3: Closing. Be sure answers include:
It has several sentences.
Its clear that its for Mary Pope Osborne (as if the writer is talking to her).
It restates the main idea.
It has a topic sentence, detail sentences, and an ending sentence.
The detail sentences connect to the topics of the informative paragraphs.

It sounds enthusiastic and positive.

Suggestions are given for how to use the topics in the new story with Jack and Annie.
The spelling, capitalization, and punctuation seem correct.
Some sentences end with an exclamation point or a question mark.
Underline the first sentence in the France closing using a colored pencil.
Tell students that this first sentence restates the reason for writing. It names the main idea: As you can see from what Ive
shared, France would be a perfect return destination for Jack and Annie for one of your new Magic Tree House books. This
sentence serves as the topic sentence for the closing paragraph.
Use a different colored pencil and underline the next three sentences.
Tell students that these sentences provide suggestions for how the information could be used within the plot of the story.
They also connect with the Performance Task Invitation. These sentences serve as the detail sentences.
Use a third colored pencil and underline the last two sentences.
Tell students that these sentences clearly bring the letter to a close. The actual ending sentence is: I hope you will consider
sending Jack and Annie back to France. The final sentence of the letter, Good luck with your decision! is an addition to
make the end of the letter sound upbeat and positive.
Keep the Anchor Chart 3: Closing on display while students are drafting their closing paragraph. Encourage students to refer
to them as they work.

B. Independent Practice: Drafting the Closing Paragraph (25 minutes)
Strong adjectives will help to make

the students paragraphs engaging.
Its possible that students may
overuse a select few adjectives
great, super, interesting. Consider
spending a few minutes building a
list of potential adjectives for them
to use in their letters. As students
come upon additional adjectives,
they can be shared with the class by
adding them to this list.
Display the Structure of the Closing Paragraph anchor chart.

Have students focus specifically on the middle portion: How this information might be used in the story.
Remind them that the two topics of the France letter are food customs and special events. Make sure they understand the
role that the two topics play within the closing paragraph.
Say something like: Lets look together at how this paragraph combines the ideas that were in the informative body
paragraphs. It is reminding the reader one last time of the importance of food customs and special events that take place in
France. By putting this in the end, the reader is leaving an important message with Ms. Osborne about how she can use this
information in her next book.
Think aloud by saying something like:
* I notice that the middle of the paragraph is different from what I am used to. It looks to me that this is where I can really
convince Ms. Osborne about why Jack and Annie should return to this country. The middle sentences are where I take the
important aspects of culture that I wrote about earlier and persuade Mary Pope Osborne that this is the place she should
write about next. When I write my closing paragraph, I could use sentences like, I think you should send them to ______
because Annie would really like _______ or Jack would really like ______ because _______.
Inform students that they will use this structure in their own writing today, as they think about the closing for their letter on
Japan.
Distribute the Kanji Informative Paragraph (if you have not done so in Lesson 5) and the Closing Paragraph
graphic organizer.
Point out that the closing paragraph still has parts that we are familiar with: a topic sentence, details, and a closing sentence.
Tell students they will now draft a closing paragraph. They will need to do this writing on their own because of the
connection between the informative paragraphs and the closing paragraph. Since they may have chosen different topics than
their writing partner, it wouldnt make sense to write their closing paragraphs together.
For their initial writing, encourage students to write down different ways to say what they want for the closing paragraph.
Tell them to get messy and write down lots of possible sentences and variations of the closing paragraph.
Then, invite students to look over what they have and make decisions about which sentences they like best and which fit
together using the structure shared earlier: Restate the reason for writing, offer suggestions for how the information can be
used in the story, and bring the letter to a close.

Remind students that Anchor Chart 3: Closing and the Structure of the Closing Paragraph anchor chart are on display for
them to reference if needed.
Have each student write out a clean copy of their paragraph.
A. Refining the Criteria for a Quality Research-Based Letter (4 minutes)
As the criteria list is built, consider

adding visuals or work samples to
support students in knowing what
each criteria would look like in
writing.
Draw students attention to the Criteria for a Quality Research-Based Letter anchor chart.
Review the criteria with the class.
Direct their attention to the learning targets and read the final one aloud:
* I can identify additional criteria for a strong research-based letter.

Ask students to consider:
* We have been building this criteria list as weve worked on the Japan practice letter. Think of our work today with the
closing paragraph. Based on the work weve done so far, what criteria we can add to our anchor chart?
Call on volunteers to share out.
As ideas come forth, add them to the Criteria for a Quality Research-Based Letter anchor chart.
Review all of the criteria listed on the anchor chart by reading each one aloud.
Remind students that they will continue to add to this chart throughout the remainder of the unit.

B. Peer Critique: Sharing Writing and Getting Feedback (13 minutes)

Congratulate students on pushing through with their writing and completing all of the parts of the practice letter on Japan.
Tell them that all of this hard work will be so helpful for them as they head into the writing needed for the performance task.
Tell students that they are going to meet with their writing partners to, again, give and receive feedback.
Ask them to take their closing paragraphs and Things I Need to Remember for Writing recording form and quietly move to
sit with their writing partners.
Tell students to follow the same sharing and feedback protocol as before:
1. Partner 1 reads his/her paragraph aloud.
2. Partner 2 uses these sentence stems to offer feedback: I like how you______ and You might want to try_____.
3. Partner 1 records feedback on his/her Things I Need to Remember for Writing recording form.
4. The partners switch roles and repeat the steps.
Ask students to begin sharing and offering feedback.
Homework
Continue reading your independent reading book at home.

France Model: Closing Paragraph Recording Form

Partner Names:
and
What do you notice about the closing paragraph?
As you can see from what Ive shared, France would be a perfect return destination for Jack and
Annie for one of your new Magic Tree House books. Annie would love being introduced to French
food, since she is always so willing to try new things. And can you imagine what Jack and Annie
would say if they were to see the Tour de France? Maybe they could even take part and ride in it. I
hope you will consider sending Jack and Annie back to France. Good luck with your decision!
France Model: Closing Paragraph Recording Form

What do you notice about the closing paragraph?
It has several sentences.
Its clear that its for Mary Pope Osborne (as if the writer is talking to her).
It restates the main idea.
It has a topic sentence, detail sentences, and an ending sentence.
The detail sentences connect to the topics of the informative paragraphs.
It sounds enthusiastic and positive.
Suggestions are given for how to use the topics in the new story with Jack and
Annie.
The spelling, capitalization, and punctuation seem correct.
Some sentences end with an exclamation point or a question mark.
Structure of the Closing Paragraph Anchor Chart

Closing
Paragraph
Topic sentence
As you can see from what Ive shared, France would be a

perfect return destination for Jack and Annie for one of
your new Magic Tree House books.
How this
information might
be used in the
story
Annie would love being introduced to French food, since

she is always so willing to try new things. Can you imagine
what Jack and Annie would say if they were to see the
Tour de France? Maybe they could even take part and ride
in it.
Concluding
sentence
I hope you will consider sending Jack and Annie back to

France. Good luck with your decision!
Closing Paragraph Graphic Organizer

Closing
Paragraph
Topic sentence
Topic 1: Kanji
Topic 2:
_______________
How this
information might be
used in the story
Concluding sentence

Mid-Unit Assessment: Writing a First Draft of
Research-Based Letter to Mary Pope Osborne about
Expert Country

Writing a First Draft of Research-Based Letter to
Mary Pope Osborne about Expert Country

I can write informative/explanatory texts that convey ideas and information clearly. (W.3.2)
With support from adults, I can produce writing that is appropriate to task and purpose. (W.3.4)
With support from peers and adults, I can use the writing process to plan, revise, and edit my writing. (W.3.5)
I can conduct a research project to become knowledgeable about a topic. (W.3.7)
I can adjust my writing practices for different time frames, tasks, purposes, and audiences. (W.3.10)
Ongoing Assessment
I can write a first draft of my research-based letter to Mary Pope Osborne using research from my
Magic Tree House and Exploring Countries texts.
Mid-Unit 3 Assessment: Writing a First Draft

Exit Ticket: Success and Challenge
I can use the criteria for a high-quality letter in my writing.

Agenda
Teaching Notes
1. Opening
In this lesson, students practice independent writing about the country they researched in Unit 2.
Students will need access to recording forms from Unit 2. See materials list below for details.
A. Engaging the Writer: Read-aloud of Performance

Task Model: Writing about France (5 minutes)
2. Work Time
A. Moving from Research to Plan to First Draft (10
minutes)
B. Mid-Unit 3 Assessment: Writing a First Draft (30
minutes)
A. Debrief: Success and Challenge Exit Ticket (10
minutes)
4. Homework
A. A. Continue reading your independent reading book
for this unit.
Students complete the Mid-Unit 3 Assessment in this lesson. This task addresses NYSP12 ELA CCLS
RI.3.5, RI.3.3, W.3.2, W.3.4, W.3.5, W.3.7, W.3.8, and W.3.10. After conducting research in Unit 2,
students use the information they have gathered to write the first draft of a letter to Mary Pope Osborne,
urging her to write a new book, set in the present day, about the country they have researched (Italy,
Iraq, or India). In an informative/explanatory letter, students present their research about the culture of
the country and suggest ideas for the plot of the new book.
Collect students draft writing and assess students using the NYS 4-point rubric. The rubric is a
comprehensive tool. However, since this is draft work, which students will revise during the second half
of the unit, it is recommended you only score students on the following indicators of the rubric:
Content and Analysis
Command of Evidence
Coherence, Organization, and Style
Do not provide detailed feedback to students on editing issues, since students have not yet received
explicit instruction on revising and editing for this task.
Sample student responses for the letters from each research group are included in the supplemental
materials. These samples are not intended to be exemplars but rather an indicator of what students
should be writing at this point.
Students should employ the Show the Rule strategy commitments in their first draft. If you have not
already done so, be sure to teach the Show the Rule strategy lesson prior to Lesson 9. See the Module
overview and Unit 3 overview for details.
In the second half of the unit, students will practice revision skills with teacher scaffolding. They will
revise and edit the research-based letter to Mary Pope Osborne during the end of unit assessment.
Note that after this mid-unit assessment, students do not use the Tracking My Progress form as they
have done in past units. Rather, since this is draft writing, they identify successes and challenges to
inform their future revisions. Students will complete a Tracking My Progress form at the end of the unit.

Agenda

Collect students exit tickets as a formative assessment.
In advance:
Help students locate their recording forms from their Unit 2 Magic Tree House and Exploring
Countries texts. Students will need:
Capturing Key Details recording forms from Unit 2, Lessons 1-5
Culture Research Matrix recording form from Unit 2, Lessons 12-15
Post the Criteria for a Quality Research-Based Letter anchor chart and the learning targets.
Lesson Vocabulary
Materials
criteria, rubric, research-based, draft,

success, challenge

Document camera
Capturing Key Details recording forms (from Unit 2, Lessons 1-5)
Structure of a Letter to Author recording form (one per student and one to display)
Mid-Unit 3 Assessment: Writing a First Draft about Expert Country (one per student)
Mid-Unit 3 Assessment: Writing a First Draft about Expert Country- India (sample response, for teacher reference)
Mid-Unit 3 Assessment: Writing a First Draft about Expert Country- Iraq (sample response, for teacher reference)
Mid-Unit 3 Assessment: Writing a First Draft about Expert Country- Italy (sample response, for teacher reference)
New York State Grade 3 Expository Writing Evaluation Rubric (one per student; see Teaching Notes)
Exit Ticket: Success and Challenge (one per student)

Opening
A. Engaging the Writer: Read-aloud of Performance Task Model: Writing about France (5 minutes)
Because this is an assessment, all

learners should complete this first
draft independently. Display the
model letter for students to refer to
in this lesson.
Focus students on the posted Criteria for a Quality Research-Based Letter anchor chart. Remind students of the
work they have been doing in crafting letters to Mary Pope Osborne. They have been particularly interested in practicing
how best to share their information in a way that Ms. Osborne will find engaging and informative. Tell them that today they
are going to listen to the model letter about France again. Although theyve heard this letter before, this time they are going
to listen for all the criteria that they have been learning about.
Using a document camera, display the Performance Task Model: Writing about France.
Ask students to read along in their heads as you read the letter aloud.
Invite them to turn and talk with an elbow partner:
* With your partner, read over the Criteria for a Quality Research-Based Letter anchor chart and think about what criteria
you heard show up in the letter.
Tell them that today they are going to write the first draft of their letter to Ms. Osborne about the country they researched:
Italy, Iraq, or India. Tell students that you are confident in their ability to complete this task, as theyve been practicing the
necessary skills with their letters about Japan. Let them know that they will plan first, and then write.
Direct students attention to the learning targets and read them aloud.
* I can write a first draft of my research-based letter to Mary Pope Osborne using research from my Magic Tree House and
Exploring Countries texts.
* I can use the criteria for a high-quality letter in my writing.

Reread the second half of the first target:
* using research from my Magic Tree House and Exploring Countries texts.
Ask students to turn and talk with a different elbow partner:
* What does it mean to use research from your texts in your writing? What will you need to do as a writer today?

Work Time
A. Moving from Research to Plan to First Draft (10 minutes)

Ask students to locate and take out their Capturing Key Details recording forms from Lessons 1-5 from Unit 2.
While they are doing this, display the Structure of a Letter to Author recording form.
Point out that students should be familiar with this form, since it is very similar to the recording form they used for the
opening, body, and closing paragraphs for their practice letters about Japan. Today, they will use it for their letter about
India, Iraq, or Italy.
Review the recording form and answer clarifying questions.
Explain to students that before they begin writing their first draft, they need to plan what they are going to write. This means
that as research-based writers, they will have to look at their research and decide what to write about in a fairly short
amount of time.
This process will be similar to when students chose their topics for their Japan letters, using their Exploring Culture
(Customs) and Exploring Culture (Traditions) recording forms.
Clarify any questions and release students to work on planning the letter by beginning to sort through the recording forms
and determining what to write about
B. Mid-Unit 3 Assessment: Writing a First Draft of Expert Country (30 minutes)
Be sure that students have their materials: Unit 2 recording forms (see materials list), Structure of a Letter to Author
recording form, and pencils.
Remind them that they will have time in future lessons to make their writing stronger. Today they should focus their effort
on two things:
Using research from both the Magic Tree House and Exploring Countries texts
Drafting all parts of the letter
Distribute the Mid-Unit 3 Assessment: Writing a First Draft of Expert Country and the New York State Grade 3
Expository Writing Evaluation Rubric. Point out that the rubric is a tool that you will use to assess their work and offer
them feedback. It is helpful for writers to have this to check their work. Inform students that this is similar to the criteria
they have been developing on the anchor chart. Students are not required to use this but it may be helpful for those who are
working quickly. Address any clarifying questions.

Remind students to skip lines when drafting so they can make revisions later.
Give them about 30 minutes to draft.
Circulate to answer clarifying questions. Because this is an assessment, students need to write independently. Remind them
to use their planning tools to help them with their first draft.
When students are finished drafting, direct them to look over the rubric and see whether they have met the criteria in the 3
or 4 column of the rubric.
A. Debrief: Success and Challenge Exit Ticket (10 minutes)

Ask students to bring their first drafts and gather whole group.

supports, consider offering a
sentence frame and starter or a
structure.
Ask them to reread their letter slowly to themselves using whisper voices.
Distribute Exit Ticket: Success and Challenge. Tell students that as writers, they will often find that they experience
success with parts of their writing and challenges with other parts. Explain that successes might be things that felt easy to
them. They will also find things that were a challenge. It is helpful to identify these successes and challenges because it helps
us grow as writers.
Consider modeling a success and challenge youve experienced as a writer.
Ask students to complete the Exit Ticket: Success and Challenge.
If time permits, invite volunteers to share out.
Collect the exit tickets.
Homework

Structure of a Letter to Author

Heading
Date
Greeting
Salutation
Opening
Paragraph:
main idea of
the letter
Introduction/
reason for writing:
Background
Main idea
Body
paragraph 1:
Topic sentence
Detail 1:
Explain/evidence
from the Text:
Detail 2:
Explain/evidence
from the Text:
Concluding
sentence
Body
paragraph 2:
Topic sentence
Detail 1:
Explain/evidence
from the Text:
Detail 2:
Explain/evidence
from the Text:
Concluding
sentence

Closing
paragraph
Topic sentence
How this
information might
be used in the
story
Concluding
sentence
Closing
Signing off
Signature
Your name
Mid-Unit 3 Assessment: Writing a First Draft about Expert Country

Name:
Date:
Writing Invitation:
the present to a country theyve already visited. Before she begins writing, Ms. Osborne wants to be
sure there are plenty of interesting things about the culture of the country that she can include in her
new story.
House series to inform her about the culture of your country today. This will help her decide whether
she should write a new book on this country. Include information about two aspects of culture that
you discovered in your Exploring Countries text. Use accurate facts, definitions, and details from your
research to explain each. At the end of your letter, provide a brief description of how Mary Pope
Osborne might use the information you found in a new book on this country.
Directions:
1. Using your notes from Unit 2, plan your letter to Mary Pope Osborne that meets the writing prompt.
Be sure to include accurate facts, definitions, and details.
2. Plan your letter on the Structure of a Letter to Author recording form.
3. After planning, craft a first draft of your research-based letter to Mary Pope Osborne.
4. When writing, be sure to skip lines so you can revise and edit later.
Criteria for a Quality Research-Based Letter
Includes two informative paragraphs: one detailed paragraph about each aspect of culture chosen
Has body paragraphs that each contain a clear topic sentence, supporting details, and a concluding
statement
Uses accurate facts, definitions, and details from the research to explain each aspect of culture
Uses linking words and phrases to connect ideas together
Provides a conclusion to wrap up the ideas
Mid-Unit 3 Assessment: Writing a First Draft about Expert Country-India

(Sample, for teacher reference)
INDIA
December 15, 2013
Dear Ms. Pope,
I was so excited to hear you were writing a new Magic Tree House book series that I
wanted to write you this letter. I think it would be a great idea for Jack and Annie to
revisit some of the countries theyve been in before, but in the present. I have been
researching India and learning about its culture. The reason Im writing this letter to
you is to share some of my research in the hope that you will send Jack and Annie back
to India.
My research turned up some very interesting information about the culture of India.
Did you know in India they have a special flower? It is the lotus flower. It is native to
India and is the official national flower. The lotus flower stands for long life, honor,
and good fortune. It is a delicate looking flower that is light pink in color. I think that
your readers would like to know about the lotus flower.
Holidays are a big part of a Indias culture. An important holiday in India is Diwali.
Most people in India are Hindu. Diwali is a Hindu holiday that is a celebration of light
and knowledge. In fact, Diwali is known as the festival of lights. It is celebrated in late
October or early November. It is the Hindu New Year. You might want to include this
in your next book because it is important to many people in India and it looks really
pretty!
I think your readers would like to have Jack and Annie return to India. Annie would
love to learn more about the lotus flower because she likes nature. Jack would probably
be nervous at the festival of lights because he is always cautious. I can imagine they
could have some adventures searching for that flower or going to the festival. I hope
you will send Jack and Annie back to India. Good luck!
Sincerely,
A Student
Mid-Unit 3 Assessment: Writing a First Draft about Expert Country-Iraq

IRAQ
December 15, 2013
Dear Ms. Pope,
I couldnt believe it when I heard you were thinking about writing a new Magic Tree
House series and planning to send Jack and Annie back to some of the countries theyve
visited in the past. Having them return to some of these same countries in the present
is an excellent idea. Im sure the countries have all changed so much. I just completed
some research on the country of Iraq and I learned a lot about its unique culture. The
books I used in my research had tons of great information. Thats the reason Im
writing this letter to you! I wanted to share some research you could use if you send
Jack and Annie back to Iraq.
I learned that Iraq has some places that are very special to its people. Probably one of
the most recognized building in Iraq would be the mosque. A mosque is a place of
worship for Muslims. It is a holy place. The largest mosque in Iraq is the Great Mosque
of Samarra. All mosques have at least one minaret, or tower. The call to prayer comes
from the minaret. Places like mosques are special to the people of Iraq and, in your
story, Jack and Annie could visit one.
Iraq also has some interesting special food. One of those is masgouf. Masgouf is
considered the national food dish of Iraq. It is made from carp, a type of fish. After its
caught, the fish is partially split open, gutted, and then it is seasoned and grilled over an
open fire. It is served with slices of lime and onion and Iraqi pickles. You might want to
include having Jack and Annie eat masgouf to see if they like it.
I was only able to share just a small amount of information from my research with you
about Iraq. There is a lot more information! I remember in Dragon of the Red Dawn,
Jack was reluctant to try sushi but after he did, he ended up loving it. Im sure hed feel
the same about eating masgouf! The last time Jack and Annie were in Iraq, they spent
time at the still standing Red Fort. Im sure theyd be fascinated by a visit to the Great
Mosque of Samarra. If I were you, I would give Jack and Annie an opportunity to visit
present day Iraq. Its sure to be a great adventure! Good luck as you make your
decisions about what places to send Jack and Annie in your new series and happy
writing!
A Student
Mid-Unit 3 Assessment: Writing a First Draft about Expert Country-Italy

ITALY
December 15, 2013
Dear Ms. Pope,
As soon as I heard you were writing a new Magic Tree House series and sending Jack
and Annie on return trips to some of the countries theyve visited in the past, I knew I
had to write this letter to you! I love the idea of them traveling to some of these
countries in the present day. As it happens, I just finished researching Italy! I have
learned a lot about this amazing country and its spectacular culture. I want to share
just a small portion of the information I learned about Italy.
I learned about many places that are special to Italians. A very special place in Italy is
the Trevi Fountain. In fact, it is one of the most beautiful fountains in the world! It is
located in the city of Rome and was built in 1732. The fountain has Neptune, the god of
the sea riding a chariot that shaped like a shell. And guess what is pulling the chariot?
Two sea horses! I think that Trevi Fountain would be great to put in your next story
with Jack and Annie.
Another important part of Italys culture is going to the opera. In the 1600s, Italian
composers, people who write music, began writing music for plays performed on stage.
These plays were different because the actors never spoke their lines, they only sang
them. This is called opera and it started in Italy! In fact, most operas are written in
Italian. One of the most famous Italian opera composers was Puccini. I could imagine
Jack and Annie at the opera!
I know that Jack and Annie traveled to Italy in your book, Carnival at Candlelight when
they had their adventure in Venice. Well, present day Italy has so much to offer that I
think you should think about allowing Jack and Annie to make a return visit to this
amazing country. Maybe Jack and Annie could be actors in an Italian opera. Im sure
that would excite Annie more than Jack since shes a bit more adventurous. I hope Ive
shared enough information with you to help you see that Italy would be a great
destination for Jack and Annie in your new book series.
Your fan,
A Student
Exit Ticket: Success and Challenge

I can write a first draft of my research-based letter to Mary Pope Osborne using research from my
Magic Tree House and Exploring Countries texts.
I can use the criteria for a high-quality letter in my writing.
1. SuccessOne success that I had writing my first draft was:
2. ChallengeOne challenge that I had writing my first draft was:

CRITERIA
CCLS 4
Essays at this
level:
3
Essays at this
level:
2
Essays at this
level:
1
Essays at this
level:
0
Essays at this
level:
CONTENT AND
ANALYSIS: the extent to
which the essay conveys
ideas and information
clearly and accurately in
order to support analysis
of topics or text
W.2,
R.19
clearly introduce
a topic in a
manner that
follows logically
from the task and
purpose
demonstrate
comprehension
and analysis of the
text
clearly introduce
a topic in a
manner that
follows from the
task and purpose
demonstrate
grade-appropriate
comprehension of
the text
introduce a topic
in a manner that
follows generally
from the task and
purpose
demonstrate a
confused
comprehension of
the text
introduce a
topic in a manner
that does not
logically follow
from the task and
purpose
demonstrate
little
understanding of
the text
demonstrate
a lack of
comprehension
of the text or
task
COMMAND OF
EVIDENCE:
the extent to which the
essay presents evidence
from the provided text to
reflection
W.2
R.18
develop the
topic with
relevant, wellchosen facts,
definitions, and
details throughout
the essay
develop the
topic with relevant
facts, definitions,
and details
throughout the
essay
partially develop
the topic of the
essay with the use
of some textual
evidence, some of
which may be
irrelevant
demonstrate an
attempt to use
evidence, but
develop ideas
with only
minimal,
occasional
evidence that is
generally invalid
or irrelevant
provide no
evidence or
provide
evidence that is
completely
irrelevant

CRITERIA
CCLS 4
Essays at this
level:
3
Essays at this
level:
2
Essays at this
level:
1
Essays at this
level:
0
Essays at
this level:
COHERENCE,
ORGANIZATION, AND
STYLE: the extent to which
the essay logically
organizes
complex ideas, concepts,
and information using
formal style and precise
language
W.2
L.3
L.6
generally group
related
information
together
connect ideas
within categories
of information
using linking
words and
phrases
provide a
concluding
statement that
follows from the
topic and
information
presented
exhibit some
attempt to group
related
information
together
inconsistently
connect ideas
using some linking
words and phrases
provide a
concluding
statement that
follows generally
from the topic and
information
presented
exhibit little
attempt at
organization
lack the use of
linking words and
phrases
provide a
concluding
statement that is
illogical or
unrelated to the
topic and
information
presented
exhibit no
evidence of
organization
do not
provide a
concluding
statement
clearly and
consistently
group related
information
together
skillfully
connect ideas
within categories
of information
using linking
words and
phrases
provide a
concluding
statement that
follows clearly
from the topic
and information
presented

CRITERIA
CCLS 4
Essays at this
level:
3
Essays at this
level:
2
Essays at this
level:
1
Essays at this
level:
0
Essays at
this level:
CONTROL OF
CONVENTIONS: the
extent to which the essay
demonstrates command of
the conventions of
standard English
grammar, usage,
capitalization,
punctuation, and spelling
W.2
L.1
L.2
demonstrate
grade-appropriate
command of
conventions, with
occasional errors
that do not hinder
comprehension
demonstrate
emerging
command of
conventions, with
some errors that
may hinder
comprehension
demonstrate a
lack of command
of conventions,
with frequent
errors that hinder
comprehension
are minimal,
making
assessment of
conventions
unreliable
demonstrate
grade-appropriate
command of
conventions, with
few errors
If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher
than a 1.

Revising: Using Simple and Compound Sentences
in Writing

Revising:
Using Simple and Compound Sentences in Writing

I can write simple, complex, and compound sentences. (L.3.1i)
Ongoing Assessment
I can revise my Japan letter to Ms. Osborne to include simple and compound sentences.
Student revisions of sentences in Japan letter

Revising:
Agenda
Teaching Notes
1. Opening
In this lesson, students practice revising for simple and compound sentences using their draft letter to
author Mary Pope Osborne about Japan. This gives students an opportunity to practice new skills with
teacher guidance. They will revise their first drafts from the Mid-Unit 3 Assessment independently in
the End of Unit 3 Assessment.
A. Engaging the Writer and Unpacking the Learning

Target (10 minutes)
2. Work Time
A. Simple or Compound Warm-Up (10 minutes)
B. Mini Lesson: Revising a First Draft for Simple and
Compound Sentences (10 minutes)
C. Revision Work Time (25 minutes)
A. Partner Share (5 minutes)
4. Homework
A. Continue reading your independent reading book
for this unit.
Students letter to Ms. Osborne about Japan is a compilation of their opening paragraph, two body
paragraphs, and closing paragraph. Note that they did not combine these into one paper.
If you do not have access to small white boards and markers, consider using index cards and markers
instead.
In Lesson 9, students will revise their writing, with an emphasis on adjectives. Consider teaching the
Show the Rule lesson before Lesson 9 at another literacy block in the day.
In advance:
Review students Mid-Unit 3 Assessment. This will help you determine who may need to be invited
into an invitational group for additional writing support during Work Time C.
Prepare the Simple and Compound Sentences anchor chart. You will need to have the definitions of
simple and compound sentences already written on the chart, but students will help to populate it
with examples. See the supporting materials.
Choose two simple sentences from the model writing that has was completed in the first half of the
unit about Japan to use during the think-aloud in Work Time B.
Post: Learning target.

Revising:
Lesson Vocabulary
Materials
revise, simple, compound, conjunction
Document camera
Simple and Compound Sentences anchor chart (new; co-created with students during Work Time A; see supporting
materials)
Small white boards, markers, and erasers (one per student)
Model letter of Japan
Letter to Ms. Osborne about Japan (created from Lessons 26 with students; one per student)

Revising:
Opening
A. Engaging the Writer and Unpacking the Learning Target (10 minutes)
Congratulate students on completing the first draft of their letter to Mary Pope Osborne during the Mid-Unit 3 Assessment.
Remind them that effective writers always revise, or look at their writing again and change things to make it stronger. If
necessary, refer back to the writing process to clarify where students are in their journey as writers. Tell them that today,
they will learn how they can make their sentences stronger by having a mix of simple and compound sentences.

the target.
Ask students to take out their Performance Task Model: Writing about France.
While they are doing this, display a copy of the model using a document camera.
Say something like:
* Follow along in your head as I read the model letter to Ms. Osborne about Frances culture. Listen carefully to the kinds
of sentences you hear. Some are shorter and some are longer.
Read aloud the first paragraph of the letter.
Invite students to share some observations about the different sentences they heard.
Direct their attention to the learning target for today and read it aloud:
* I can revise my Japan letter to Ms. Osborne to include simple and compound sentences.
Tell students they will look at the drafts of their Japan letters to Mary Pope Osborne. In particular, they will look at their
sentences and think about how they could revise them to make them more interesting.
Define the key words in the target for students:
simple = easy or basic
compound = made up of two parts (tell students that the prefix com- means together)
Inform students that a simple sentence contains a subject and a verb and shows a complete thought; a compound sentence is
two simple sentences joined by a conjunction. A conjunction is a connecting word such as or, and, nor, but, yet, so. Simple
and compound sentences help make writing interesting for readers to read.
Point out that the word revise means literally to look again. They are looking at their writing again to see how to make it
even better.

Revising:
Work Time
A. Simple or Compound Warm-Up (10 minutes)

Introduce the warm-up activity by saying something like:
* We are going to work on identifying simple or compound sentences so that we can use them in our own writing.
Explain that there are simple sentences that are just one thought. They say just one thing with one subject and one verb.
Provide students with an example from the Performance Task Model: Writing about France.
Consider strategic pairs of students

for the Simple and Compound
Sentences activity in Work Time A.
Explain that there are also compound sentences. They have more than one thought and sound like two sentences that have
been put together. Provide students with an example of a compound sentence from the Performance Task Model. Point out
that these longer sentences can be made by combining shorter sentences using a conjunction such as or, and, or but.
Direct students attention to the Simple and Compound Sentences anchor chart.
Ask them to look through the Performance Task Model and help you generate a list of words that can be used to combine
sentences. If any new words come up, add them to the Simple and Compound Sentences anchor chart. Possible new words
include nor, yet, and so.
Distribute small white boards, markers, and erasers to each student.
Tell them that you are going to read some sentences from this letter. On their white boards, students should write an S if
they think the sentence is simple and a C if they think it is complex.
Ask students to hold up their white boards after you have read the sentence and given them time to think.
Cold call a couple of students to share why they wrote either S or C.
Continue this process with a few more sentences.
If the sentence is compound, follow up by asking students to write the word that connects the two smaller sentences on their
white boards.
Post a few examples on the Simple and Compound Sentences anchor chart for student reference as they continue to revise
during the lesson.

Revising:
B. Mini Lesson: Revising a First Draft for Simple and Compound Sentences (10 minutes)
Display your Model Letter of Japan first draft that you created in the first half of the unit.
Say something like: Lets look together again at my first draft. Remember that I wrote sentences to get my thoughts on the
paper, but now I want to be sure to make these interesting for Ms. Osborne to read. I want to look at the types of sentences I
am using and see if I can use a mix of longer and shorter ones. I want you to follow along as I read, and I want you to give me
a thumbs-up every time you hear a simple sentence.
Read a portion of the letter aloud as students follow along.
Invite those who raised a thumb to share a simple sentence they heard.
Underline the sentence on the display version.
Tell students that now you are going to show them how thoughtful writers might revise these simple sentences to make them
into compound sentences. Ask them to watch and listen carefully and track what you do as a writer to make revisions on
your first draft.
Read aloud the two simple sentences you chose ahead of time (see Teaching Notes) from your modeling with Japan during
the first half of the unit.
Think aloud by saying something like: These are both simple sentences. I think I could combine them into a compound
sentence using the conjunction (choose one). Let me see how that sounds.
Model combining two sentences with a conjunction.
Write above your original sentences, inserting a caret mark or a V to show that you are adding something to the writing.
Read the compound sentence aloud.
Think aloud, saying something like: I think that sounds more interesting and less choppy.
Explain that students are going to do the same thing you just did. They are going to revise their writing about Japan, looking
for places where they might be able to combine two simple sentences into a compound sentence. There may also be a place
where they could break a compound sentence into two simple ones to create a variety of sentences.

Revising:
Consider pulling a small group of

students who might need targeted
support with their revising.
Ask students to take out their letter to Ms. Osborne about Japan.
Give the class 25 minutes to revise individually or in pairs.
Circulate and confer with students as they revise.
If they are stuck, provide further instruction by helping them identify simple sentences that could be made stronger by
combining or expanding to create compound sentences.
Pull invitational groups as needed. An invitational group session might look like the following:
1. Gather the group with their first drafts.
2. Have students reread their own first drafts, looking for simple and compound sentences.
3. Review the Simple and Compound Sentences anchor chart and ask students to think about their sentences.
Refocus students whole group.

Revising:
A. Partner Share (5 minutes)

Invite students to bring their revised letters about Japan and sit with their writing partners.

supports, consider offering a
sentence frame, sentence starter, or
the structure required.
Ask them to turn to their writing partner and share the sentences they decided to revise. Ask them to read their original
sentence(s) to their partner and then the revised sentence(s).
Then, have students share with their partners why they chose to revise these particular sentences and how they think it
changed or improved their writing.
Provide the following sentence frames as necessary: I changed the sentence(s) _____ to _______. I think this will
improve my writing because _______. Be sure each person has a chance to speak.
After the share, have students return to their seats.
Ask students to take out their Things I Need to Remember for Writing recording form and add to it as necessary.
Homework

Simple and Compound Sentences Anchor Chart

A simple sentence contains a subject and a verb and shows a complete thought.
Examples:
(To be completed during Work Time A)
A compound sentence is two simple sentences joined by a conjunction.

Examples:
A conjunction is a connecting word like or, and, but.

More examples:
(Possible responses: so, nor, yet)

Revising: Using Vivid and Precise Adjectives

Revising:
Using Vivid and Precise Adjectives

Ongoing Assessment
I can revise my Japan letter to Ms. Osborne to include vivid and precise adjectives.
Student revisions of word choice in Japan letters

Exit tickets

Revising:
Agenda
Teaching Notes
1. Opening
This lesson follows a similar pattern to the previous lesson. Students do a warm-up activity, watch a
teacher model in a mini lesson, and then practice the skill with their own writing.

Target (10 minutes)
2. Work Time
A. Words That Work Warm-Up (10 minutes)
B. Mini Lesson: Revising a First Draft for Vivid and
Precise Adjectives (10 minutes)
A. Debrief/Exit Ticket (10 minutes)
4. Homework
for this unit.
In this lesson, students practice revising to add vivid and precise adjectives using their draft letter to
author Mary Pope Osborne about Japan. This offers students an opportunity to practice new skills with
teacher guidance. Students will revise their first drafts from the Mid-Unit 3 assessment independently
in the End of Unit 3 Assessment.
This lesson is strongly supported by the Show the Rule strategy lesson, which also focuses on rules for
adjectives. See Unit 3 overview for details. It is recommended that teachers teach the Show the Rule
strategy lesson prior to Lesson 9 to build students background knowledge for working with adjectives.
The Show the Rule lesson should be taught during another literacy block during the day before Lesson
9.
Consider allowing students to use a thesaurus to support finding new words during Work Time C. Using
a thesaurus is also a skill that can be taught at another literacy time during the day or with the support
of the media specialist.
Students letter to Ms. Osborne about Japan is a compilation of their opening paragraph, two body
paragraphs, and closing paragraph. Note that they did not combine these into one paper.
If you do not have access to small white boards and markers, consider using index cards and markers
instead.
In advance:
Review students Mid-Unit 3 Assessment. This will help you determine who may need to be invited
into an invitational group for additional writing support during Work Time C.
Prepare the Words That Work anchor chart with the necessary categories (see the supporting
materials). The chart will be populated with student examples during Work Time A. See a sample
chart with answers in the supporting materials.
Choose two examples of places where an adjective could be added or revised to create a more vivid
picture in the modeled writing from the first half of the unit.
Review the Back-to-Back, Face-to-Face protocol (see Appendix).
Post: Learning target.

Revising:
Lesson Vocabulary
Materials
revise, vivid, precise, adjective, noun
Magic Tree House: Dragon of the Red Dawn, pages 1214 (book; one to display)
Document camera
Small white boards, markers, and erasers (one each per student)
Words That Work anchor chart (new; co-created with students during Work Time A)
Words That Work anchor chart (answers, for teacher reference)
Modeled writing from first half of unit (one to display; see Teaching Notes)
Letter to Ms. Osborne about Japan (from Lessons 26; one per student)
Thesaurus (optional; one per couple of students)
Exit ticket (one per student)

Revising:
Opening
A. Engaging the Writer and Unpacking the Learning Target (10 minutes)
Gather students. Explain that they have been thinking about improving their writing to make it more interesting for their
readers. In the previous lesson, they worked to make interesting sentences. Tell them that today they are going to listen to
the writing of Mary Pope Osborne and see how they can make their writing effective like hers through the use of adjectives.

the target.
Direct students attention to the learning target and read it aloud:

I can revise my Japan letter to Ms. Osborne to include vivid and precise adjectives.
Define for students the terms vivid and precise:
* Vivid means very animated or giving a strong picture.

* Precise means accurate and very defined.
Display Magic Tree House: Dragon of the Red Dawn, pages 1214 via a document camera.
Say something like: Lets look together at the writing of Mary Pope Osborne. Im going to read aloud from these pages, and
I want you to follow along and think about the words that Ms. Osborne uses. I want us to look for words that are describing
the nouns in the story vividly. Vivid words give you a powerful, clear picture in your mind. If you hear a word that is
describing something vividly, I want you to put a thumb at your heart.
Read the pages aloud as students follow along.
Invite those who put a thumb at their heart to share a vivid and precise word they heard.
Circle the words students identified on the display copy. Tell them that you are going to revisit the words that were circled
later in the lesson.
Review for students the terms nouns and adjectives:
* Nouns are persons, animals, places, things, or ideas.

* Adjectives are words that describe. They tell more about the characteristics of nouns.
Ask students to turn and talk with an elbow partner:
* What does it mean for your writing to include vivid and precise adjectives? What will you need to do as a writer today?
Give pairs a minute to discuss, then cold call a few students for responses.

Revising:
Work Time
A. Words That Work Warm-Up (10 minutes)

Say something like:

* We are going to work on building our adjective word power to improve the vivid and precise words in our writing.
Distribute small white boards, markers, and erasers.
Display the Words That Work anchor chart. Explain that there are words that work to describe how a noun looks, feels,
smells, sounds, and tastes. They fill the five senses.
Read the first category on the Words That Work anchor chart: Words that describe what a noun looks like.
Ask students to think of a word that describes how something looks. Provide an example such as large if necessary.
Tell students to write their words on their white boards.
Ask students to hold up their white boards with their words. Write three to five of the words on the anchor chart.
Continue this process with the remaining categories on the anchor chart, referring to the Words That Work anchor
chart (answers, for teacher references) for possible responses as needed.
Consider strategic pairings of

students for the Words That Work
activity (e.g., pair students with a
larger bank of vocabulary with
students who need more support).
Consider writing and breaking down
multistep directions into numbered
elements. Struggling learners can
return to these guidelines to make
sure they are on track.
Tell students this anchor chart will stay visible for their reference while they work.
B. Mini Lesson: Revising a First Draft for Vivid and Precise Adjectives (10 minutes)
Tell students that you are going to show them how thoughtful writers might revise for words that best express what a topic
might look like, feel like, sound like, or even taste like. This means youre going to focus on revising for more vivid and
precise adjectives. Ask students to watch and listen carefully and track what you do as a writer to make revisions on your
modeled writing from the first half of the unit. You want to be able to write with vivid and precise adjectives like
Mary Pope Osborne does.
Begin by looking back at the words you circled in Dragon of the Red Dawn. Redirect students attention to this displayed
copy.
Say something like: The words we circled were adjectives that precisely and vividly described nouns.
Ask students to turn and talk with a nearby partner:
* What did you notice about where the circled words are in the sentence and the types of words they are?
Cold call students to share out. Listen for: They are usually before the noun, They tell a color, They tell how it feels,
They tell what it is made of.

Revising:
Read aloud one example you chose ahead of time (see Teaching Notes) of where an adjective could be added or revised in
your modeled writing.
Think aloud: This noun is one that I could add a precise or descriptive adjective to so that I create a vivid image for my
reader.
Model inserting or revising an adjective.
Write above your original sentences, inserting a caret or a V to show that you are adding something to the writing, or
crossing out and writing above the original word for revision.
Read the new sentence aloud.
Think aloud, saying something like, I think that sounds more interesting and gives a great image.
Repeat this process with the second example.
Explain that students are going to do the same thing you just did. They are going to revise their writing, looking for places
where they might be able to add or revise adjectives.
Consider pulling a small group of

students who might need targeted
support with their revising.
Ask students to take out their letter to Ms. Osborne about Japan.
Give the class 20 minutes to revise individually or in pairs.
Allow students access to a thesaurus to support revising for adjectives.
Circulate and confer as they work.
If students are stuck, provide further instruction by helping them identify nouns that could be made stronger by adding or
revising an adjective.
Pull invitational groups as needed. An invitational group might look like the following:
1. Gather the group with their first drafts.
2. Have students reread their own first drafts, looking for nouns.
3. Review the Words That Work anchor chart and ask them to think about which sentences could be made stronger by
adding one of those adjectives.
If time permits, have students share with a partner how they revised their sentences.

Revising:
A. Debrief/Exit Ticket (10 minutes)
Read aloud the exit ticket for

struggling readers.
Ask students to arrange themselves for the Back-to-Back, Face-to-Face protocol. Review directions as necessary.
Prompt them to think about these questions:
* What was the most interesting word you used today? How did it make your writing more interesting?
Give them a minute to think before cueing them to turn face-to-face.
Distribute the exit ticket and ask students to complete it.
Collect the exit tickets and review to assess students progress toward the learning target.
If time permits, allow them time to return to their Things I Need to Remember for Writing recording form and
record new ideas from todays lesson.
Homework

Words That Work Anchor Chart

ADJECTIVES that describe what a noun LOOKS LIKE:
ADJECTIVES that describe what a noun FEELS LIKE:
ADJECTIVES that describe what a noun SMELLS LIKE:
ADJECTIVES that describe what a noun SOUNDS LIKE:
ADJECTIVES that describe what a noun TASTES LIKE:
Words That Work Anchor Chart

ADJECTIVES that describe what a noun LOOKS LIKE:
yellow
big
new
ADJECTIVES that describe what a noun FEELS LIKE:
bumpy
rough
smooth
soft
ADJECTIVES that describe what a noun SMELLS LIKE:
stinky
rotten
ADJECTIVES that describe what a noun SOUNDS LIKE:
loud
scratchy
hissing
ADJECTIVES that describe what a noun TASTES LIKE:
salty
sweet
bitter
Exit Ticket
I know that adjectives
Here is one example from my writing where I changed or added an adjective:

Reviewing Conventions and Editing Peers Work


I can use grammar conventions to send a clear message to a reader or listener. (L.3.1)
Ongoing Assessment
I can check my peers work for correct capitalization.
Conventions anchor charts
I can check my peers work for correct spelling.
Letter to Ms. Osborne about Japan (drafts annotated for

edits)
I can check my peers work for correct punctuation.
Exit ticket
Things I Need to Remember for Writing recording form

Agenda
1.
Opening
Targets (10 minutes)
2.
Work Time
A. Chalk Talk (15 minutes)
B. Modeling: Editing for Conventions (10 minutes)
C. Editing Stations (20 minutes)
3.
4.
Teaching Notes
In this lesson, students edit their letters to Mary Pope Osborne about Japan for correct spelling,
punctuation, and capitalization. This gives them an opportunity to practice new skills with teacher
guidance. (Later in the unit, as the End of Unit 3 Assessment, students will independently revise their
first drafts (about their expert group country) from the Mid-Unit 3 Assessment).
Consider allowing students to use a dictionary to locate the correct spelling and meaning of words.
Students letters are a compilation of their opening paragraph, two body paragraphs, and closing
paragraph. Note that they did not combine these into one paper.
Collect students Exit Ticket: Editing Checklist and Things I Need to Remember for Writing recording
forms before the End of Unit 3 Assessment to clear up misconceptions.
A. Exit Ticket: Editing Checklist (5 minutes)
In advance:
Homework
A. Continue reading your independent book for this
unit.
Write a short convention-less paragrapha paragraph containing errors in capitalization,

punctuation, and spellingto use during Work Time B or use the one provided in the supporting
materials.
Set up three stations with Conventions anchor chartsone for spelling, one for capitalization, and
one for punctuation. Each station should also be designated a different colored marker, and there
should be enough markers for each student at every station. Having different colors at each station
will help students focus on editing for one convention at a time and recall what needs to be corrected
when revising. Ideally these stations will have enough room to comfortably sit about a third of your
class. Students should be able to see Conventions anchor charts, access materials, and have a surface
to write on (table/desks or clipboards). Post one piece of chart paper at each station. On each chart,
write these questions in the designated color:
How do I make sure my SPELLING is correct?
How do I know if my PUNCTUATION is correct?
How do I know if my CAPITALIZATION is correct?
Review the Chalk Talk protocol (see Appendix).

Lesson Vocabulary
Materials
capitalization, punctuation,
conventions
Convention-less paragraph (one to display)

Letter to Ms. Osborne about Japan (from Lessons 26; one per student)
Spelling Conventions anchor chart (new; teacher-created; see Teaching Notes)
Punctuation Conventions anchor chart (new; teacher-created; see Teaching Notes)
Capitalization Conventions anchor chart (new; teacher-created; see Teaching Notes)
Markers (several per conventions station; see Teaching Notes)
Summary of Conventions for K3 (from Lesson 3)
Dictionaries (optional; one per couple of students)
Exit Ticket: Editing Checklist (one per student)

Opening
A. Engaging the Writer and Unpacking the Learning Targets (10 minutes)
Display the convention-less paragraph.

the target.
Ask for a volunteer to try to read it aloud.

Ask the class what made reading this paragraph difficult.
Listen for students to notice that the reason your paragraph was unclear to them as readers was that there were no
conventions used. Explain that writers use conventions, or writing rules, to make their message clear and understandable to
readers.
Today, they will review conventions and edit their writing so that it is clear and understandable to readers and ready for final
publication.
* I can check my peers work for correct capitalization.

* I can check my peers work for correct spelling.
* I can check my peers work for correct punctuation.
Circle key words: spelling, punctuation, and capitalization. Clarify the meanings of these words or targets as needed.
Tell students that they will be editing their letter to Ms. Osborne about Japan for these three conventions.

Work Time
A. Chalk Talk (15 minutes)

Point out the three conventions stations.
This protocol could be confusing for

ELLs if it is their first time. Consider
reviewing the protocol with these
students ahead of time. Another way
to support students is to give them a
copy of abbreviated directions with
visuals to help guide them.
Read the Spelling, Punctuation, and Capitalization Conventions anchor charts:
* How do I make sure my SPELLING is correct?

* How do I know if my PUNCTUATION is correct?
* How do I know if my CAPITALIZATION is correct?
Tell students that they will do a Chalk Talk to share their thoughts on each question. Give brief directions:
1.
Go to your assigned anchor chart first.
2.
Read the question on the anchor chart.
3.
Add your thoughts on the question to the anchor chart using the markers at the station.
4.
Visit all anchor charts to read the questions and your classmates answers. Decide if something is missing from a chart
and, if so, add it using the markers at that station.
5.
Once you have visited every anchor chart, sit in your seat.
Give students time to visit each anchor chart, read, and add their thoughts (10 minutes or less total).
Circulating to observe during this time can provide valuable formative assessment information.
Focus students whole group. Revisit each anchor chart with students. (Either gather all of the charts or, as a class, circulate
to each chart so all students can see it.) Read a few responses from each anchor chart and circle or add important tips for
each question. Be sure to check for accuracy in punctuation and capitalization rules and helpful hints with spelling. Tell
students that they will use these Conventions anchor charts later in the lesson.
B. Model: Editing for Conventions (10 minutes)
Display the convention-less paragraph again.
Use the first few sentences of your paragraph to model how to edit for each convention: spelling, punctuation, and
capitalization. Demonstrate how to edit for each convention by circling or underlining with the correct colored marker.
Be sure to model referring to the three Conventions anchor charts as resources.

For example, to model correct capitalization, you might:

Read the Capitalization Conventions anchor chart.
Read aloud your convention-less paragraph.
Notice a mistake and think aloud: I notice that one of the rules for capitalization is to be sure that names of people or
places are capitalized.
Then demonstrate fixing a mistake: I see that I did not do this when I wrote the word ______, so I am going to circle it
with a marker from this station.
Complete similar models for punctuation and spelling.
See the supporting materials for a Summary of Conventions for K-3 from Lesson 3. This can support the teacher in
knowing the expectations for conventions at 3rd grade. It is also a helpful tool to use to provide strategic feedback to
students.
Address any clarifying questions.
C. Editing Stations (20 minutes)
Tell students that they are going to visit all three stations to get help from peers to improve their letter to Ms. Osborne about
Japan.
Give directions:
1.
Count off or choose one station to begin work.
2.
At that station, trade papers with a partner.
3.
Read your partners draft and identify any convention mistakes related to the topic of that stations chart.
4.
When both partners are finished, move to the next station and follow the same steps.
5.
Return to your seat after you have visited all three stations.
Allow students to use dictionaries to look up the spelling or meaning of words.

A. Exit Ticket: Editing Checklist (5 minutes)

Gather students whole group.
Support struggling readers by

reading the checklist items aloud.
Direct their attention to the learning targets and review each one.
Then, distribute the Exit Ticket: Editing Checklist and ask students to fill it out.
When they are finished, ask them to turn to an elbow partner and share their answers.
Collect the exit tickets.
If time permits, allow students time to return to their Things I Need to Remember for Writing recording form and
record new ideas from todays lesson.
Homework

Convention-less Paragraph
we have learned so much about the different countries that mary pope osborne has wrote about we
now no about Japan Iraq italy and india when we started studying we laerned about the customs and
traditions in Japan like wearing kimonos and eating sushi but now all of you are experts on all these
other countryes i am excited to read your final letters to mary pope Osborne and read about what else
you learned
Exit Ticket: Editing Checklist
Name:
Date:
Target
Not Yet
Almost
There
Excellent!
Teacher
Comments
I can capitalize appropriate

words, such as character
names and titles.
I can use simple and
compound sentences in my
writing.
I can use resources to check
and correct my spelling.
I can use correct beginning

and end punctuation in my
writing. (Note: Target not
explicitly taught in this
unit, but previously
taught/assessed in Module
1.)
I can spell gradeappropriate words
correctly.
(Note: Target not explicitly
taught in this unit, but
previously taught/assessed
in Module 1.)

End of Unit Assessment: On-Demand Revising
and Editing Research-Based Letter to Mary Pope
Osborne about Expert Country

End of Unit Assessment:
On-Demand Revising and Editing Research-Based
Letter to Mary Pope Osborne about Expert Country

With support from peers and adults, I can use the writing process to plan, revise, and edit my writing. (W.3.5)
Ongoing Assessment
I can revise and edit a first draft of my research-based letter to Mary Pope Osborne.
Mid-Unit 3 Assessment: Writing a First Draft about

Expert Country (with annotations for revising and
editing)
I can use feedback from peers to improve my writing.

Agenda
Teaching Notes
1. Opening
For the past several lessons, they have practiced editing and revising (with support from peers) their
letters to Mary Pope Osborne about Japan. They focused on correct spelling, punctuation, and
capitalization. Todays on-demand assessment asks them to return to their Mid-Unit 3 Assessment:
First Draft (about their expert country), and revise it based on the editing skills they have been
practicing. This task addresses NYSP12 ELA CCLS W.3.2, W.3.4, W.3.5, L.3.1, L.3.2, and L.3.3.
A. Engaging the Writer (2 minutes)

2. Work Time
A. Identifying Three Things to Revise and Edit (15
minutes)
Students will need a variety of papers and materials for the End of Unit 3 Assessment. Take time to help
them get organized with these materials before beginning the assessment.
B. Making Edits/Revisions and Completing a Second

Draft (30 minutes)
Consider allowing students to use a dictionary to look up the correct spelling and meaning of words.

A. Letter Share (8 minutes)
4. Homework
for this unit.
After the completion of this lesson, students will have a letter that is ready for publication. The final
lesson in the module focuses on publishing and celebrating the completion of the letters.
Use the NYS 4 point rubric to score students End of Unit 3 Assessments. In the mid-unit 3 Assessment,
students were formally assessed on Content and Analysis, Command of Evidence, and Coherence,
Organization, and Style. For the End of Unit 3 assessment, formally assess them on the Control of
Conventions criterion.
In advance:

Lesson Vocabulary
Materials
revise, edit
Mid-Unit 3 Assessment: First Draft (from Lesson 7; one per student)

End of Unit 3 Assessment: Using the Writing Process: Revising and Editing the Letter to Mary Pope Osborne about Expert
Country (one per student)
Editing checklist (one per student)
Markers (one green, one blue, one purple per student)
Document camera
Dictionary (optional; one per couple of students)
New York State Grade 3 Expository Writing Evaluation Rubric (from Lesson 7; see Teaching Notes)

Opening
A. Engaging the Writer (2 minutes)

Tell students that in todays lesson, they are going to apply the editing skills they have been honing over the past few lessons,
as well as the feedback they have received from their writing partners. They are going to use these skills and feedback to
make revisions to their Mid-Unit 3 Assessment: First Draft. They will also have the opportunity to celebrate their hard work
by sharing their letters to Mary Pope Osborne with a classmate.
* I can revise and edit a first draft of my researched based letter to Mary Pope Osborne.
* I can use feedback from peers to improve my writing.
Students should be familiar with the language of the targets from previous lessons in this unit.
Invite students to turn and talk:
* What does it mean to be able to revise and edit your drafts? What will you need to do as a writer today?
Circulate as students talk. Address any questions or misconceptions whole group.

Work Time
A. Identifying Three Things to Revise and Edit (15 minutes)

Introduce the End of Unit 3 Assessment by saying something like:
* You have been working hard as writers to learn how to make a high-quality research-based letter effective and engaging.
You have also been working hard to use the writing process to make your writing stronger. We have done this as a class,
and you have practiced with partners and by yourself. Today, you are going to show what you know by revising and
editing on your own.
Tell students that you are going to help them prepare for the assessment by helping them get the necessary materials ready.
Distribute:
Mid-Unit 3 Assessment: First Drafts
End of Unit 3 Assessment: Using the Writing Process: Revising and Editing the Letter to Mary Pope
Editing checklist
Markers
Ask students to take out:
Things I Need to Remember for Writing recording form.
Use a document camera to display the end of unit assessment. Ask students to follow along as you read the assessment
directions aloud.
Clarify these points:
You must identify at least three areas in your writing that you will revise. Write above your original writing.
Then, edit your letter using the editing checklist. Color-code the edits you made. Use a green marker for spelling
corrections, a blue marker for punctuation corrections, and a purple marker for capitalization corrections.
Be sure you can explain how you used feedback from your peers to revise and improve your writing.
Check for understanding:
* Give a thumbs-up if you understand and have an idea what you will revise and edit in your letter.

Note students who are unsure about what they will revise. Direct them to stay in the circle and provide a quick example and
answer clarifying questions.
Ask students to read through their first drafts and identify at least three areas they will revise. Encourage them to refer to
their Things I Need to Remember for Writing recording forms and the editing checklist for guidance. This means that they
shouldnt be writing anything at this point, only reading and thinking.
B. Making Edits/Revisions and Completing a Second Draft (30 minutes)
Answer any clarifying questions and invite students to begin working on Steps 2 and 3 of the End of Unit 3 Assessment.
Circulate and prompt them to insert a caret above original writing for insertions. Remind them of the color-coding
guidelines: Use a green marker for spelling corrections, a blue marker for punctuation corrections, and a purple marker for
capitalization corrections.
Be sure to collect the End of Unit 3 Assessments after the Closing and Assessment.
A. Letter Share (8 minutes)

Celebrate the completion of this on-demand assessment by having students share about their letters with others. They can
work in pairs or in small groups to share what they wrote to Ms. Osborne. They can also share the kinds of revisions they
decided to make.
Circulate as students share.
Refocus them whole group and ask for volunteers to share about their letters.
Collect the End of Unit 3 Assessments.
Homework

End of Unit 3 Assessment: Using the Writing Process: Revising and Editing the Letter
to Mary Pope Osborne about Expert Country
Name:
Date:
Directions:
Revise and edit the first draft of your letter to Mary Pope Osborne about the country you researched
in Unit 2. Be sure to do the following:
1. You must identify at least three areas in your writing that you will revise. Use the Things I Need to
Remember for Writing recording form to help you make your choices.
2. Write above your original writing.
3. Edit your letter using the editing checklist. Use a green marker for spelling corrections, a blue
marker for punctuation corrections, and a purple marker for capitalization corrections.
4. Be sure you can explain how you used feedback from your peers to revise and improve your writing.
Editing Checklist
Name:
Date:
Target
Not Yet
Almost
There
Excellent!
Teacher
Comments
I can capitalize appropriate

words, such as character
names and titles.
I can use simple and
compound sentences in my
writing.
I can use resources to check
and correct my spelling.
I can use correct beginning

and end punctuation in my
writing. (Note: Target not
explicitly taught in this
unit, but previously
taught/assessed in Module
1.)
I can spell gradeappropriate words
correctly.
(Note: Target not explicitly
taught in this unit, but
previously taught/assessed
in Module 1.)

Publishing Performance Task: Creating a Polished
Letter and Celebrating with Authors Chair

Creating a Polished Letter and Celebrating with Authors Chair

I can conduct a research project to become knowledgeable about a topic. (W.3.7)
Ongoing Assessment
I can write a research-based letter to Mary Pope Osborne informing her of the evidence of culture that
she could use in her new book.
Performance Task: Final Research-based Letter to Mary

Pope Osborne
I can listen as my peers share their writing and can give specific praise for my peers work.
Tracking My Progress, End of Unit 3 recording form

Agenda
Teaching Notes
1. Opening
In the first half of this lesson, students complete the performance task by polishing the letter they wrote
to Mary Pope Osborne for the Mid-Unit 3 Assessment and revised for the End of Unit 3 Assessment.
A. Reviewing the Learning Targets (5 minutes)

2. Work Time
A. Publishing Performance Task: Create a Polished
Letter (25 minutes)
B. Authors Chair Celebration (25 minutes)
In the second half of the lesson, students celebrate their hard work with an Authors Chair Celebration,
in which they share and reflect on their letters in small groups. The Authors Chair Celebration anchor
chart in the supporting materials provides steps and guidelines for students as they share their work.
Grouping for this is flexible; however, the more students share in a group, the longer this portion of the
lesson will be. The timing is based on groups of three with a mix of countries (India, Italy, and Iraq)
represented in each group.
In advance:
A. Tracking My Progress (5 minutes)
Create groups of three or four students for sharing in the Authors Chair Celebration. Be sure that
these groups have representation from all three Magic Tree House countries.
4. Homework
A. None.
Create and post the Authors Chair Celebration anchor chart (see the supporting materials).
Lesson Vocabulary
Materials
publish, peer, praise, author, polished
Loose-leaf paper (two sheets per student)

End of Unit 3 Assessment: Using the Writing Process: Revising and Editing the Letter to Mary Pope Osborne about Expert
Country (from Lesson 11; one per student)
Authors Chair Celebration anchor chart (new; teacher-created; see supporting materials)
Sticky notes (four per student)
Tracking My Progress, End of Unit 3 recording form (one per student)

Opening
A. Reviewing the Learning Targets (5 minutes)


the target.
* I can write a research-based letter to Mary Pope Osborne informing her of the evidence of culture that she could use in
her new book.
* I can listen as my peers share their writing and can give specific praise for my peers work.
Explain that today they will complete their performance task by looking over their End of Unit 3 Assessment: Second Draft
of Letters to create a polished copy. To do this, they will have to read their second drafts and check one more time for
spelling, capitalization, punctuation, and complete sentences to create a polished (or corrected and neat) copy to complete
the task.
Continue by letting them know that after they have polished copies, they will participate in an Authors Chair Celebration to
share their letters to Mary Pope Osborne.
Work Time
A. Publishing Performance Task: Create a Polished Letter (25 minutes)
For some students, this part of the

lesson may require more than the
25 minutes allotted. Consider
providing time over multiple days if
necessary.
Distribute loose-leaf paper and students End of Unit 3 Assessment: Using the Writing Process: Revising and
Editing the Letter to Mary Pope Osborne about Expert Country
Give them these directions:
1. Read over your End of Unit 3 Assessment: Using the Writing Process: Revising and Editing the Letter to Mary Pope
2. Look for any remaining spelling, capitalization, or punctuation mistakes.
3. Make any necessary corrections on your second draft.
4. Use the loose-leaf paper and copy your letter onto it. This new version should be neat and clean and free of mistakes!
Give students 25 minutes to polish their work. To help them pace themselves, let them know when they have 10 and 5
minutes left.
Have students hold on to their polished copies for the Authors Chair Celebration.

B. Authors Chair Celebration (25 minutes)

Gather students whole group. Tell them that you are proud of the progress they have made as writers and would like to
celebrate with them by holding an Authors Chair Celebration.
As an alternative to an Authors
Chair Celebration anchor chart, you
can copy the steps for each group
and display them using a document
camera. This may be better for
students with visual impairment
and for ELLs.
Direct students attention to the posted Authors Chair Celebration anchor chart.
Explain that an Authors Chair Celebration is an event similar to a book signing that authors sometimes have at bookstores
to celebrate publishing their work. Tell the class that at these events, the author reads to the audience and signs a copy of his
or her work. Explain that they will not have to sign copies of their work, but they will get to read their work to a small group.
Review the steps on the Authors Chair Celebration anchor chart and revisit this learning target:
* I can listen as my peers share their writing and give specific praise for their work.
Distribute sticky notes.
Remind students that they have been practicing giving kind feedback during peer critiques and that today they will focus on
what they hear as a strength in their group members work. They will write this praise on a sticky note for their group
member after each share. Clarify or model kind praise as needed.
Assign students to their groups.
Ask them to take their sticky notes and polished copies of their letters and meet with their group.
Explain that each person will have about 5 minutes to read, reflect, and receive praise on his or her letter.
Circulate as students share their work, reflect, and give one another praise. Monitor to ensure that they are taking turns
about every 5 minutes.
Write the following prompt on the board. If a group finishes early, have them discuss:
* How have we grown as writers since the beginning of the year?

Collect students polished copies of their research-based letter to Mary Pope Osborne.

A. Tracking My Progress (5 minutes)

Congratulate students on all of their learning as readers and writers as they researched the culture of countries and wrote
letters. Comment that you are proud of the knowledge and skills they have built and would like them to take a moment to
reflect in writing.
Support struggling writers by

allowing them to orally rehearse
their responses before writing them.
Distribute the Tracking My Progress, End of Unit 3 recording form.

Give students 5 minutes to reflect in writing and collect the recording forms as additional assessment information for their
progress toward the learning target.
Homework
None

Authors Chair Celebration Anchor Chart

*As an alternative to an anchor chart, you can copy the steps below for each group.
Authors Chair Celebration
In groups of three or four, do the following:
1. Find a space where your group can sit in a circle.
2. Select an author to read and reflect first.
3. Authors should read their piece to the group and share their thinking on these questions:
What are you most proud of in this piece?
What was your biggest challenge, and how did you handle it?
4. Group members should listen as the author reads and reflects, then take a moment to write the
authors name and one piece of specific praise on a sticky note. (Hold on to your sticky notes until
all group members have read their pieces.)
5. Take turns so that each author has a chance to read and reflect and listeners have written praise for
each author.
6. Exchange sticky notes so that authors can read what the group members wrote about their work.
7. Congratulate one another on the publication of the letters.
Tracking My Progress End of Unit 3

Name:
Date:
Learning Target: I can write a research-based letter to Mary Pope Osborne informing her of the
evidence of culture that she could use in her new book.
1. The target in my own words is:
I am on my way!

Grade 3: Module 2B

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Grade 3: Module 2B

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GRADE 3: MODULE 2B: OVERVIEW

Guiding Questions And Big Ideas

NYS Common Core ELA Curriculum G3:M2B: Overview June 2014

GRADE 3: MODULE 2B: OVERVIEW

NYS Common Core ELA Curriculum G3:M2B: Overview June 2014

GRADE 3: MODULE 2B: OVERVIEW

CCS Standards: ReadingLiterature

Long-Term Learning Targets

RL.3.1. Ask and answer questions to demonstrate understanding of a text,

I can ask questions to deepen my understanding of a literary text.

I can retell a story using key details from the text.

I can answer questions using specific details from a literary text.

RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings)

I can describe the characters in a story (traits, motivations, feelings).

RL.3.7. Explain how specific aspects of a texts illustrations contribute to what is

I can identify literal and nonliteral language in a story.

NYS Common Core ELA Curriculum G3:M2B: Overview June 2014

GRADE 3: MODULE 2B: OVERVIEW

CCS Standards: ReadingInformational

Long-Term Learning Targets

RI.3.1. Ask and answer questions to demonstrate understanding of a text,

I can ask questions to deepen my understanding of an informational text.

I can determine the main idea of an informational text.

RI.3.3. Describe the relationship between a series of historical events, scientific

I can describe how events, ideas, or concepts in an informational text are

RI.3.4. Determine the meaning of general academic and domain-specific words

I can determine the meaning of unknown words in an informational text.

I can use text features to locate information efficiently.

I can use information from illustrations (maps, photographs) to understand

I can retell key ideas from an informational text.

I can describe steps in a procedure, in the order they should happen.

I can use information from the words to understand informational texts.

NYS Common Core ELA Curriculum G3:M2B: Overview June 2014

GRADE 3: MODULE 2B: OVERVIEW

CCS Standards: Writing

Long-Term Learning Targets

W.3.2. Write informative/explanatory texts to examine a topic and convey ideas

I can write informative/explanatory texts that convey ideas and information

a. Introduce a topic and group related information together; include

a. I can write an informative/explanatory text that has a clear topic.

I can conduct a research project to become knowledgeable about a topic.

W.3.8. Recall information from experiences or gather information from print

I can recall information from experiences.

I can document what I learn about a topic by taking notes.

NYS Common Core ELA Curriculum G3:M2B: Overview June 2014

GRADE 3: MODULE 2B: OVERVIEW

CCS Standards: Speaking and Listening

Long-Term Learning Targets

SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in

I can effectively engage in discussions with diverse partners about third-grade

a. Come to discussions prepared, having read or studied required material;

a. I can prepare myself to participate in discussions.

b. Follow agreed-upon rules for discussions (e.g., gaining the floor in

c. I can ask questions that are on the topic being discussed.

c. Ask questions to check understanding of information presented, stay on

d. I can explain what I understand about the topic being discussed.

c. I can connect my questions to what others say.

d. Explain their own ideas and understanding in light of the discussion.

I can ask questions when I am confused about what a speaker is saying.

NYS Common Core ELA Curriculum G3:M2B: Overview June 2014

GRADE 3: MODULE 2B: OVERVIEW

CCS Standards: Foundational Skills